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SAN FRANCISCO STATE NORMAL SCHOOL 

BULLETIN No. 1 (New Series). 



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A Course of Study in 
Primary Language 
and Handbook to State 
Series Text 



»M »Ji ^M 



V. 



By EFFIE BELLE McFADDEN 

Supervisor of the Teaching of Language 



SAN fRANCISCO STATE NORMAL SCHOOL COURSES Of STUDY 



Some six years ago the members of the Faculty of the State Normal 
School at San Francisco undertook the issuance of Bulletins of Method for 
the teaching of the various subjects which they supervised. These Bulletins 
were primarily issued as Courses of Study for the Normal Elementary 
School in which the normal students are trained as teachers, but, later, 
larger editions were published for the use of the public schools. Up to the 
tim^e of the great disaster of April 18, 190fr, twelve Bulletins had been 
issued. The fire, however, destroyed the entire stock and even our library 
copies. We are now beginning the publication of revised editions of these 
Courses of Study. 

The following courses are now in the hands of the printer and will be 
ready for distribution, we expect, by August 1, 1907 : 

No 1 (new series). A Course of Study in Primary Language, and Handbook to the 
State Series Text. By Effie B. McFadden. Price, postpaid, 30 cents. 

No. 2 (new series). A Course of Study in Primary Arithmetic, and Handbook to the 
State Series Text. By David R. Jones. Price, postpaid, SO cents. 

No 3 (new series). A Course of Study for the Teaching of Reading to Beginners, and 
Handbook to the State Series Primer and First Reader. By Alma Patterson. 
Price, postpaid, 30 cents. 

The following Bulletins are now i^ preparation and will be issued during 

the year : 

A Course of Study in Arithmetic, and Handbook to accompany State Series Advanced 
Text. By David R. Jones, Supervisor of the Teaching of Arithmetic. 

A Course of Study in Literature for the Grammar Grades. By Allison Ware, Supervisor 
of the Teaching of Literature. 

A Course of Study in History, and Handbook to the State Series Advanced Text. By 
Archibald B. Anderson, Supervisor of the Teaching of History. 

A Course of Study for the Teaching of Reading, and Handbook to the State Series 
Second and Third Readers. By Alma Patterson, Supervisor of the Teaching 
of Reading. 

A Course of Study in Grammar, and Handbook to the State Series Text. By 
Frederic Burk. 

A Course of Study in Language for Grammar Grades. By Effie B. McFadden, Super- 
visor of the Teaching of Language. 

A Course of Study in Descriptive Geography. By Frank F. Bunker, formerly Super- 
visor of the Teaching of Geography, later Assistant Superintendent of Seattle 
Schools, at present Assistant Superintendent of Los Angeles Schools. 



5AN FRANCISCO 5TATL NORMAL SCHOOL 

BULLLTIN No. 1 (New Series). 



A COUR5L OF 5TUDY IN 
PRIMARY LANGUAGL . . . 



AND 



HANDBOOK TO ACCOMPANY 
THL 5TATL 5LRIL5 PRIMARY 
LANGUAGL TLXT 



By EFFIE BLLLL McFADDLN 

Supervisor of the Teaching of Language 



J UNL 1907 



SACRAMENTO 

W. W. SHANNON Superintendent of State Printing 

1907 



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i LJKHAHY of CONGRESS j 
! iwu Cople* B«56ivecf 
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! Copyneht Eirtrj' 

I in.ASS /)- XXC, No< 



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Copyright, 1904, by Effie Belle McFadden. 
Copyright, 1907, by Effie Belle McFadden. 



INTRODUCTION. 



The series of lessons in this Bulletin is the outcome of an attempt to make 
certain language forms matters of habit', that is, to so fix them that when 
the necessity for their use arises, the child need not go over in his mind 
any definition previously learned, nor think of any rule b}^ M^hich he could 
choose the correct form to be used. The general idea has been to get the 
attention upon the form first, and gradually to lead the child to the place 
where the subject-matter only is in mind. 

The devices given are those used by the student-teachers in the Ele- 
mentary Department of the San Francisco State Normal School. They 
are by no means original, having been taken from many sources and 
worked over by the teachers, from whose reports they have been taken for 
this Bulletin. 

The method used is to bring the proper setting before the child, either 
actually or in imagination. The teacher gives the proper form to be used, 
and the child imitates her by using the form. The best results will come 
if the attention of the child is exclusively upon the form we wish to teach 
him, without too much paraphernalia to divide that attention. To illus- 
trate: The child is to be taught to use the form, "I saw," in telling about 
something he has seen before. The teacher produces the proper conditions 
by walking to the window, looking out at some object, then returning to 
her desk, and saying, "I saw a man." The child then imitates her. Next 
instead of actually reproducing the condition, the teacher does so in 
imagination, which is one step in advance. "On my way to school this 
morning I saw a pretty flower. Tell me what you saw." 

The "times over," or spiral method, as it is usually called, is found to 
be very effective. The first time over consists entirely of oral work, before 
the children master their pens or crayon well enough to give their attention 
to what they are writing, rather than to the form of the letters. 

Writing the sentences is introduced the second time over, the children 
copying first, afterwards doing it from dictation, and finally making up 
their own sentences. 

At the end of every series will be fotnid devices for review. The review 
lessons should begin every recitation and form the greater part of it. Take 
time for review, whether anything is given in advance or not. This work 
would be improved if the devices for review were at the beginning of each 
day's exercises. As no two classes are ever able to cover the same amount 

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of work, this was found impossible. The teacher may select one or more 
devices from the review work to begin each day's lesson. 

At the end of every series also will be found a story for reproduction, 
first for oral work, then for written work. Nearly all the stories must be 
worked over if the reference only is given, as these stories were originally 
written to be read, and not to be reproduced. The stories must be as simple 
as possible, with easy language construction. These stories are not told 
for their moral effect upon the children, nor for encouraging an especially 
dramatic or vivid reproduction, but solely for the purpose of using the 
required language forms. Hence the stories should be short and simple, 
but at the same time interesting. 

The writer has graded the work according to the ability of the greater 
number of pupils under her charge. There is no reason why some of the 
work may not run over into the next year, or whj^ advanced work may not 
be begun before the end of the year. It is advisable to begin each year 
with a review of all the review lessons of the preceding year. Not how 
much advance work is done but how much review work is done, is the motto 
for this book. 

EFFIE BELLE McFADDEN. 

San Francisco State Normal ScJiool, 
Mav 3, 1907. 



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THE METHOD OF TEACHING LANGUAGE IN 
THE PRIMARY GRADES, 



FIRST GRADE. 



Purpose and Method. — The purpose of the work is to teach the child to 
use, as an unconscious habit, the past tense of various verbs. Those selected 
are the ones in most constant use every day. 

The idea is to get the attention of the child first upon the form of the 
word used in its proper setting, and then, by repetition, so to fix that form 
that when the condition again arises he will, without stopping to think, use 
the proper form. 

For the general method followed, see Introduction. 

DEVICES FOR TEACHING "SAW." 

1. Go to the window and, looking out. say. loud enough for all to hear, 
"I see a man with an umbrella. I see a bird building a nest. Come here, 
John, and tell me what you see." Then go back to the desk and say, "I 
saw a car out there. I saw a boy out there," emphasizing saw. "Tell me 
what you saw, John." Send as many as you have time for. having them 
return to their seats and say, "I saw a . " 

2. Put a number of objects on the table, such as a knife, toy sheep, dog, 
doll, cup, apple, etc. Say to the class, "I see a pencil. I see a doll." Call 
on the children to look and tell what they see. Afterwards cover the 
objects, saying, "I saw a pencil. I saw a doll. Tell me what you saw." 

3. Hold up a picture before the class, saying, "I see a girl standing by 
her mother. Look now." Then, turning it around, say, "Now, tell me 
what you saw." 

4. Begin with the first child in the row, saying, "At the park yesterday 
I saw many children. Tell me what you saw." Have the children rise, 
one after the other, telling what they saw. To the next row say, "At the 
Chutes I saw the monkeys. Tell me what you saw. ' ' In the same way use : 

At the grocery Ou the bay. In the parlor. On the sand-table. 

store. In the school yard. In the garden. On the shelf. 

On the street. At home. In the aquarinm. At church. 

5. Tell me what you saw the children doing in school ; on the playground ; 
on the way to school ; at the park. Tell me what you saw the fish doing ; 
the frogs, etc. 

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6. Tell the following story, having it reproduced and added to : 

There was once a little bird. He came out of a tiny blue egg in a nest in the top of 
a tall tree. At first he was very, very small. He grew and grew. Soon he was old 
enough to fly. He said, "Mama, I am going to fly away. I wish to see all the beautiful 
things about me." So away he flew. He was gone a long time. At last he came back. 
His mama said, "Tell me, my child, what you saw." "I saw some funny animals 
playing with a round thing." "Oh, those were boys playing ball," said the mother-bird. 
"I saw some queer wooden nests." "Those were people's houses," said the mother. "I 
saw some pretty flowers growing on the hill. I saw some frogs in swimming in a big 
pond." Then his mother said, "You have seen so much to-day you may fly away again 
to-morrow." 

The Mama Duck. 

One day John went out to shoot ducks. He saw one on a rock. He raised 
his gun to shoot the duck. He saw her pulling out her feathers. She 
wanted to make her nest warm for the little ones. John did not shoot her. 



WENT. 

1. Call three children to the desk, whisper to them three different places 
to go, then count three and have them all go at once. This gets the 
attention of the class and lends interest. "Who can tell where each on(^ 
went?" Have four or five try the next time, and so on as long as the 
interest lasts. 

2. Have a game of store. The children go to the store one by one. Each 
child says, "I wish to buy a doll," etc. After he has gone to his seat ho 
may say, "I went to the store. I saw a kite"; or, "I went to the store. I 
saw some apples. ' ' 

3. Tell where you went after school ; Sunday ; Christmas ; Saturday ; etc. 

4. Tell where mama went to buy meat; to buy bread; to buy sugar, etc. 

5. Give the nursery rhyme, "Old Mother Hubbard," or if the children 
already know it, have it recited. 



Devices fop Review. 

[The best results are obtained if, before introducing a new word, the previous words 
are reviewed. Devices for review will be found before every new word.] 

1. Have a child go to the window, look out, and after he has returned to 
his desk, say, "I went to the window. I saw a house." In the same way 
the children may go to the stove, to the door, to the desk, cabinet, toy box, 
etc. To vary the exercise have one child perform the act, another tell 
what he did and what he thinks was seen ; as, " John went to the window. 
I think he saw a street-car." 

2. Say to the class, ^'Yesterday I went to the park. I saw the squirrels." 
Have the children tell one place where they went and one thing which 
they saw. 

(G) 



Pussy and the Ceeam. 

One day pussy went into the dining-room before breakfast. She saw a 
tall jug of cream on the table. She jumped on the table, but she could not 
reach the cream with her tongue. Pussy was afraid to upset the jug. She 
stuck in her paw and then licked the cream from it. Pussy did this till 
there was no more cream in the jug. 

ATE. 

1. "For breakfast this morning I ate some toast. I ate some meat. Tell 

me what you ate." 

Tell me what you ate for lunch. Tell me what the cow ate. 

Tell me what you ate for diuuer. Tell me what the frog ate. 

Tell me what your dog ate. Tell me what the silkworms ate. 

Tell me what your kitty ate. Tell me what you ate at the picuic. 

Tell me what the horse ate. Tell me what you ate at the birthday party. 

Stories. 

2. One day May gave a party. x\ll her little friends came. They played 
games until six o'clock. Then they had dinner. They ate candy and nuts. 
They ate nice chocolate cake. May's mama brought in some pink ice cream. 
Each one ate a large dish of this. A¥hen they went home, they told their 
mothers about the good time they had and what they ate. 

3. One day Miss Brown took her class to the park. The children played 
for some time. Then they ate their lunch. They ate cake. They ate 
candy. They ate oranges, and apples, too. Some of the lunch was left. 
Then they went up to the lake. They saw the pretty white ducks. ]\Iiss 
Brown said, "Let us give the ducks something to eat." The children tlirew 
some cake into the water. Some of the ducks ate the cake. Then they 
threiv some bread into the water. All the ducks liked the bread. They ate 
it all. Miss Brown threw some grapes into the water. The ducks ate the 
grapes, and then swam away. Then the children went home. 

Devices for Review. 

saiu went ate 

1. To one row say, "I saw some birds at the park. Tell me what 3^ou 
saw." The children rise in turns, each telling what he saw. The next 
row may answer to : " Tell me where you went Saturday ' ' ; the third row to : 
"Tell me what you ate for lunch," etc. 

2. The children may play that they went to the candy store. Tell me 
where you went, what you saw, what you ate. This may be varied by 
going to visit a little friend, by going to grandma's, etc. 

3. Cut from the advertising pages of magazines, pictures of things to 
eat, things that may be seen in grocery stores, at the park, on the street. 
Paste these on cards, pass them around to the children, and have stories 
made ; as, I went to a grocery store. I saw many cans of soup. 

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Encourage the children to finish the story. "We ate some soup for 
dinner. ' ' 

4. If the children recognize these words, they may be placed on the 

board. The teacher may begin a story. The children add sentences as 

the teacher points out the words : 

Once there was a little boy named Ned. He liked to go with his father. One day 
he went with him to the country. Mama put a nice lunch for them into a box. His 
father let Ned drive. 

When they got there what do you think Ned saw? Tell me what you 
think they ate for lunch. 

5. "One day I went down town. I went into the toy store. I went over 
to the table where they kept my favorite toys. ' ' Tell me what you think I 
saw on the table. Tell me where I went next. Tell me what I saw there. 
Now tell me where you went and what you saw. 

"I was so tired that I went to get something to eat." Tell me w^hat you 
think I ate. 

Have the children make up stories of their ow^n — stories of only a few 
sentences, or as many as they can — using ivent, saw, and ate, if possible. 

CAME. 

1. Stand by the window, and have a child come to you. As he stands 
by you, tell him to say, so the other children can hear, "I came to you at 
the window," accenting came. Have another child come to you at the 
stove, and say, "I came to you at the stove." Usually two or three times 
telling them will suffice, at least for the brighter ones, and the others will 
imitate them. After standing in several places yourself, give your place to 
a child, and have him say, ' ' I came to Willie at the door. ' ' 

2. "I'm glad you came to school this morning." Tell me on what street 
you came and with whom j^ou came. Tell me whether you came early or 
late. Tell me what games you played before you came to school. Tell me 
how you helped your mother before you came to school. Tell me what you 
did after you came to school. 

3. Play that you came from different places. I came from Oakland. Mr. 
Jones came from Berkeley. John came from the country. Tell me where 
you came from. 

4. Review all the verbs studied so far by calling for sentences from each 
row. One row may answer to, "Tell me what you ate for breakfast"; 
another, ' ' What you saw in the toy store ' ' ; another, ' ' How you came to 
school this morning," "Where you went last night," etc. 

5. Tell "Reynard the Fox," by E. Louise Smythe; adapted: 

The lion was king of all the animals. One day the king gave a party. He wanted 
all the animals to come to it. The wolf, the bear, and nearly all the other animals came. 
Even the birds came. One animal did not come. That was Reynard the Fox. 

The wolf came up to the king. He said. "O king, you wanted us all to come to your 
party. We are all here but one. That one is Reynard the Fox. He never does what 
you tell him to do. He has been very mean to me. He came to my house. He put 
dirt into my babies' eyes. And now they can not see. Look at them." 

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Then little Fido came up to the king. lie was a pretty little dog. He said, "O king, 
let me tell you what Reynard did to me. We are all afraid of him. One day I went out 
for a walk. I came to a mill. I saw some meat there, and I took it. It was all I had 
to eat, and I was very hungry. But Reynard took it away from me. It was not his. 
It was mine, and it was all I had." 

Devices for Review. 

saw went ate came 

1. Call a child to yon, whisper to him which word to act out, and how to 
do it ; then the child may do so, while the others tell, in good sentences, 
what was done. In acting out came, the child must come to the teacher 
and he himself must be called upon to tell what he did; as, "I came to 
you. ' ' Otherwise it would be, ' ' Tom went to you. ' ' 

2. This device may be used in reviewing any verb. It is especially 
useful in teaching the form "I didn't"; as. I didn't go, I didn't eat the 
apple ; or. Yes, I went ; Yes, I ate the apple. 

A child is sent from the room, knowing that another one will be appointed 
to go somewhere or do something. When the child returns he asks, "Elsie, 
did you go to the window?" and Elsie replies, "I didn't go to the window," 
or, "I went to the window," as the case may be. 

In a large class it is well to limit the child to four or five guesses. Then 
more children will have an opportunity to aslv the questions. 

Story. 

Gog was an elephant. He was very smart. He could open any door and 
close it after him. His master was very proud of him. One day a friend 
gave Gog's master some fine apples. He put them in his room to keep them 
until night. But Gog opened the door, went in, and closed it quietly after 
him. He ate all the apples. Then he went out again. When Gog's master 
came he could not find the apples. In the morning he saw some apple-cores 
in Gog's stable. He knew who ate the apples. 



BROUGHT. 

1. Draw on the board the picture of an old man with a big pack on his 

back. Tell them this story : 

Once there was a man living all by himself. It was very near Christmas, but he had 
no children to give any presents to. Finally he thought of a plan. He went to the city 
and bought a great many toys. He did them all up in a pack. Now he is on his way to 
visit all the children in the village. He brought a nice new crutch to a lame boy. He 
brought a knife to a little boy. He brought a doll to a little girl. 

You may tell me what else he brought in the pack to the children. 

2. Have each child in a front seat bring 3'ou something from his desk. 
The other children tell what was brought. 

3. Use the same cards as for "ate." Play that you are having a birth- 
day party. Each child brings you something. As he brings it, he says: "I 
came to your birthday party. I brought you a basket." The children 
enjoy this very much, and politeness may be taught incidentally. If the 

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teacher is gracious when she receives the presents, a child will imitate her, 
if he is allowed to have a party instead of the teacher. 

4. Tell me what the bird brought to build her nest. (Mud, strings, 
feathers, cotton, thistle-down, etc., may be mentioned.) Tell me what you 
brought to school. Tell me what the postman brought; the grocery-man. 
Tell me what the fruitman brought j^ou. Tell me what Santa Claus brought 
you Christmas. 

5. Story for reproduction: 

Some children built a sand fort. John brought the damp sand in buckets, while Fred 
built the fort. The little brother, Tom. brought as many firecrackers as his hands would 
hold. Soon papa came and brought the matches. He lighted the firecrackers, and the 
fort was blown to pieces. Then the boys brought more sand and made another one. 
They thought it great fun. 

Story. 

Alice was a poor little girl. She lived in a little house in the woods. 
One day her mother went out. She left Alice alone. Alice fell asleep. 
She dreamed that she saw a fairy. The fairj^ said, "My child, what do 
you wush?" 

"I wish to have some pretty clothes and playthings," said Alice. 

' ' You may have them, ' ' said the tsiiry. Then she went away. 

In a few minutes she came back. She brought with her a beautiful dress. 
She brought a big doll, she brought some marbles, she brought some books, 
she brought a ring, and she brought a big box of candy. 

"Oh, how happy I am," said the little girl. "Thank you, thank you, 
kind fairy." 

Review. 

Tell the story; ask the questions following it, having them answered in 

good sentences, and then have it reproduced : 

This morning my uncle came to see me. He came in a nice little buggy, driving a 
black pony. "I am after a little boy who would like a ride," said my uncle. Mama 
said I could go, and I was so happy. We drove about town, then we went out to the 
park. On the way I saw a little boy who sits near me at school. Uncle let him ride, 
too. He brought his dog with him. The dog was a little one and had to run fast to 
keep up. When we came to the children's playground, we went in to lunch. My uncle 
ate sandwiches and drank coffee, but we boys drank milk. After lunch we went to the 
lake. There we saw boys sailing small boats. One boat came near us and then upset. 
We saw ducks swimming in the lake, too. It was nearly dark when we got home, but 
we had had a very pleasant day. 

Questions: Who came to see you? He came in what? Tell me where 
you Avent. On the way whom did you see? The boy brought with him, 
what? Tell me what you ate for lunch. Tell me where you went after 
lunch. What did you see? 

CAUGHT— THREW. 

1. Have a bean-bag. Call out several children, having them stand in a 
row. Throw the bean-bag to the first, saying, "I threw the bean-bag to 
Elsie. She caught the bean-bag. Now, Elsie, throw it back." "I threw 
the bean-bag to John. He caught the bean-bag." "Now, who can do just 

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as I did?" Have several children take turns in throwing the bag to the 

children in the row, each time saying, "I threw the bean-bag to . 

She caught the bean-bag." As each child in the row throws the bag back, 
she says, "I threw the bean-bag to . She caught it." 

2. How many played tag at recess? Tell me whom you caught. Tell 
me who caught you. 

3. Tell me what the spider caught; the cat; the frog; the snake; the 
bird. Tell me what we caught on our nature-study trip. 

4. Tell me what you threw away at recess ; at home. Who threw the ball 
over the fence ? Tell me what you threw into the basket, etc. 

5. Tell this story. Ask questions to bring out the verbs, and then have 
the story reproduced: 

May aud Tom went to the lake with their mother. Tom took his dog Fido with him, 
and May took her doll. They found an old boat there. Mama sat in one end of the boat 
and read a book. May sat with her and played with the doll. 

Tom wanted to have some fun. He threw a stick into the water and Fido ran after it. 
Then Tom threw another one high in the air. Fido ran as fast as he could, then stopiJed 
still, and caught the stick in his mouth. "Good dog," said mama. 

DID. 

1. Say to the class, "We will play a little game. I will leave the room, 
and Helen may tell some one to take a pencil from the desk. When I come 
back, I'll try to find out who did it." (To make it more interesting, keep 
an account of the number of guesses, writing them on the board.) When 
you come back, say, ' ' I think May did it. ' ' May shook her head, so she was 
told to say, "No, I didn't do it." "Then Joe did it," and so on, until the 
child is found who did it. Have him say, "Yes, I did it." After a few 
trials, have a child take your place and call on the different ones : ' ' Mary, 
did you do it?" 

2. Play that the teacher is an old blind lady. The children do various 
things, such as, pass to the board, write on the board, etc., as they were told, 
by pointing them out. A child stands by, telling each time, "Mary did it," 
"Joe did it." etc. The children take turns at this. 

3. Say to the class : 

Once two little boys were playing. Joe broke a cup. When their mother came home, 
she asked, "Who did it?" "What did Joe say? What did his brother say? 

Three little girls were sewing. One of them was very careful, and did her work 
nicely. The mother asked, "Who did this so well?" What would each little girl say? 

The teacher left the room. Tom threw a piece of chalk. The teacher came back, and 
asked, "Who did it?" What would the boys say? What would Tom say? 

The teacher asked the children to bring some spiders to school. The next day she 
found a jar of spiders on her desk. "Who brought it?" What did the boys say? 

Mama found a nice bouquet of flowers on her table. She asked the children who 
brought it. Who do you think did? 

A little boy fell down in the yai'd this morning. Another boy picked him up. Who 
do you think did it? 

4. Have several pictures or other things that were brought to you by the 

children. Say to the class: 

Some one brought me this picture. Who do you think did it? 
Some one wrote this paper. Who do you think did it? 
Some one drew this picture. Who do you think did it? 

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5. Say to the first row, "Answer my questions, using did. Who wrote 
well this morning?" 

Say to the second line, "Who brought lunch to-day?" "Who played 
marbles this morning ? " " Who played buttons ? ' ' etc. 

6. See device 2 under Devices for Review, page 9. 

The Little Red Hen. 

A little red hen found a grain of wheat. "Who will plant this grain of 
wheat?" said the hen. "I won't," said the cat. "I won't," said the rat. 
"I won't," said the pig. "I won't," said the dog. "Then, I will," said 
the little red hen. So she did it. 

Soon the wheat grew up. ' ' Who will cut this wheat ? ' ' said the little red 
hen. "I won't," said the cat. "I won't," said the rat. "I won't," said 
the pig. "I won't," said the dog. "Then, I will," said the little red hen. 
So she did it. 

Soon the wheat was readj' to take to the mill. "Who will take this 
wheat to the mill?" said the little red hen. "I won't," said the eat. "I 
won't," said the rat. "I won't," said the pig. "I won't," said the dog. 
"Then, I will," said the little red hen. So she did it. 

When she came back with the flour she said. "Who will make a loaf of 
bread?" "I won't," said the cat. "I won't," said the rat. "I won't," 
said the pig. "I won't," said the dog. "Then, I will," said the little red 
hen. So she did it. 

When the bread was baked she said, "Who will eat this sweet bread?" 
' ' I will, ' ' said the cat. ' ' I will, ' ' said the rat. ' ' I will, ' ' said the pig. ' ' I 
will," said the dog. "No, you won't," said the little red hen. "My 
chickens and I will eat this bread. ' ' So thev did. 



GAVE. 

1. Have a child bring you something he has in his desk, as a pieec of 
paper, a pencil, etc. Say to the class, if you are not sure the child will 
answer properly, "John gave me a paper. Who has something else for 
me ? " " Harry gave me a book. " " Mary gave me a pencil. ' ' The teacher 
may quickly give the children such toys as she may use for her reading 
words. Then they may hold up the toys, showing the class, saying, 
"]Miss gave me a sheep," "Miss gave me a boat," etc. 

2. The teacher may play that she is a little girl, and that each one is to 
give her something for her birthday. The children then bring their toys to 
the desk. After they are seated, the teacher may ask, "Who gave me 
this?" until all the toys are put away. 

3. The teacher may play that she is a blind lady. Each child brings her 
a gift. Then she asks, "Who gave this?" the child replying, "May gave 
you the book," etc. 

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Devices for Review. 

went hrouglit gave 

1. Say to the children, "I went to the grocery store. I brought you some 
sugar. The grocer gave me a cookie." Designate the different parts of the 
room as: baker's, candy store, toy store, book store, butcher's, fruit stand. 
Have the children go to the different places, then come back, telling where 
they went, what they brought back, and what the storekeeper gave them. 

2. Give out cards having pasted upon them various pictures cut from the 
advertising pages of magazines. Have the children make "saw" stories, 
"went" stories, "ate" stories, etc. 

3. One child may take a toy to another whose e^^es are closed. The 
latter then tries to guess who brought it, by asking, "Did you bring me 
this?" The children reply, "I did it," or "I didn't do it." 

4. The children may liide their eyes while one of the class is chosen to 
draw something on the board. The teacher then appoints a member of the 
class to find out who it was by asking, "Who did it?" 

5. The teacher may bring a sack of animal crackers to school. ■ Each 
child may eat one, then tell what he ate; as, "I ate a cracker-dog," etc. 

6. A child closes her eyes, while another puts something into her hand. 
Then the first child asks, "Who gave me the pencil?" while another one 
replies, "John gave you the pencil." It may be varied by the children 
replying, "I did it," or "I didn't do it." 

7. Tell the following story, have it acted out, and then reproduced. 
]\Iany other things may be added to make the story longer : 

Once there was a lady who was very tired. She had many things to do. The dishes 
were not washed. The floor needed sweeping. The table needed dusting-. The windows 
needed washing. The lady started to go to the store to buy something to eat. She told 
her children to be good while she was away. When she came back, she found all her 
work done. She said, "Who washed the dishes?" Alice said. "I did it." She then 
asked. "Who swept the floor?" Fred said, "I did it." She then wondered, "Who 
dusted the table?" Mary said, "I did it." "Now tell me," she said, "Who washed the 
windows?" Harry said, "I did it." "You are good children," said the lady, "here is 
some candy for you." 

In the same way the past tense of the following verbs should be taught 
in the First Grade: grow, drink, run, draw, fall, fly, tell, ride, build, bite, 
speak, sell. 

Review every day the verbs, using one or more of the devices, either in 
the presentation lessons, or in the review devices. If there is any time left, 
put in the new exercise, "It is I. " 

The Town Mouse and the Country Mouse. 

saw ran 

A country mouse invited a town mouse to visit him in the country. 

They ate wheat stalks and roots. The town mouse said, "When I was in 

the city I ate raisins and nuts and cheese. Come to the city and I will 

show you. ' ' So the country mouse went to the city. 

(13) 



They went together into the pantrj-. There they saw bread, meat, raisins, 
and a nice piece of cheese. They ate a little bread. Just then some one 
opened the door. They ran as fast as they could to a hole. When all was 
quiet, they came back again. They ate a little meat. Some one else 
opened the door. They ran away and hid again. The country mouse said, 
"You may finish your feast alone. I like to live in the country where I 
can eat in peace." 

The Tortoise. 
saiv took 

A tortoise wished to learn to fly. She asked the eagle to teach her. The 
eagle said, "You can not fly. You have no wings." But the tortoise still 
wanted to try. The eagle took the tortoise in her claws. She flew high 
into the sky. The tortoise saw the houses far below her. Suddenly the 
eagle let the tortoise go. She fell down to the earth. She was killed on 
the rocks. 

The Dog and His Shadow. 
saw 

A dog was once crossing a bridge over a stream. He had a bone in his 
mouth. He looked down into the water. There he saw another dog with 
a larger bone in his mouth. He dropped his own bone to get the larger 
one. He found that it was only a shadow. So he had to go home hungry. 

The Lion and the Mouse. 
lay ran caught came 

Once a lion lay asleep. A little mouse ran over him. This woke the 
lion and made him very angry. He caught the mouse and was going to 
kill it. The mouse said, "Do not kill me. I will help you some day." 
The lion laughed and let it go. Soon afterwards the lion was caught in a 
net. The little mouse heard him roar. The mouse came up and gnawed 
the ropes with his teeth. He set the lion free. 

The Bear and the Two Travelers. 
came 
Once two men were traveling together. They suddenly met a bear. One 
man quickly climbed a tree. The other one fell on his face. He pretended 
that he was dead. The bear came up. He smelled the man all over. Then 
he left him, for bears do not like dead bodies. Soon the man came down 
from the tree. He asked, "What did the bear tell you?" He told me 
never to travel with a man who leaves you when you are in danger. 

The Dog in the Manger. 

came 

Once a dog lay in a manger. A cow came along to get something to eat. 

The dog barked and growled at the cow. "You are a selfish dog," said the 

cow. "I came here to get something to eat. You can not eat any hay 

yourself and you will not let any one else eat it." 

(14) 



Meeko. 

Once there was a little red squirrel named Meeko. He lived in the 
woods. Meeko worked very hard. When the chestnuts fell he picked them 
up for winter. He had a safe place to hide them at the root of a big tree. 
One day a bluejay was on the tree. The bluejay did not like to work. He 
saw Meeko hide the nuts. So when the squirrel ran away for more, the 
bluejay flew down. He ate some nuts. Soon Meeko came back. He saw 
that some of the nuts were gone. He was angry. Meeko hid now. He 
watched for the thief. When the bluejay came again Meeko jumped at 
him. But the bird flew away. Meeko looked for another hiding place for 
his nuts. He put them there and ate them all winter. 

The Ants and the Grasshopper. 

came 

One sunny daj' some ants were very busy gathering seeds for winter time. 
A grasshopper came along dancing and chirping in the grass. Soon winter 
came. The grasshopper was hungry. He asked the ants for some food. 
The ants said, ' ' What were you doing all summer ? " "I danced and sang. ' ' 
said the grasshopper. "Then you may dance and sing all winter," said 
the ants. 

A Little Girl's Fairy Story. 

ivcnt saw ' 

One day a little girl was playing in the yard with her kitty when a 
fairy rode by in a cloud. She lifted the little girl up into the cloud and 
went away with her. Soon they came to fairyland, where the little girl 
saw many wonderful things. She saw roses growing wild. She saw beauti- 
ful birds. She saw lions and lambs playing together. She saw little gray 
squirrels running about. All the animals loved one another. She saw 
houses made of gold and silver. She saw many beautiful fairies. She 
played there all day, and then she went home and told her mother about 
her visit. 

The Mother Duck and Her Ducklings. 

A pretty duck had made her nest by a pool. She had ten little eggs in 
her nest. They were almost ready to hatch. No rain had fallen for many 
days. The mother duck saw with alarm that the pool was drying up. 
What would the baby ducks do when they came out? They must have 
water, Finally they did come out, but the pool had dried up. They had 
to walk a long distance to the nearest pond. This was very dangerous, as 
they had many enemies. They had to rest many times. They had not gone 
very far when a great Marsh Hawk appeared. He seized one little duck 
and carried it away. This made the mother duck feel very sad. They 
struggled on till they came to a "cart-trail" in the road. Into the first 
"wheel-rut" fell four little ducks. Five managed to scramble across, but 
the other rut was deeper than the first, and they fell into that. The mother 

(15) 



did not know how to help them. Suddenly she saw her worst enemy 
coming. It was a man. He saw the little ducks. He stooped and gathered 
them into his hat. The poor mother thought her babies would be killed. 
The man went to the edge of the pond and put the duclvs into the water. 
Soon they were all swimming. The mother was very happy. Just as they 
began to eat, they saw another duck coming. It was their baby brother. 
The hawk had dropped it over the pond. They were all very happy and 
lived here many years. 

IT IS I-IT WAS I. 

1. Send two or more children from the room, telling one of them to 
knock quietly, and then when asked, "Who is it?" to reply, "It is I." 
Let them have one guess to tell who it is. The one who guessed could go 
out and do the same thing. After the one who knocked comes in, say, 
"Who was it that knocked?" getting in reply, "It was I," or "It was he." 
Have two knock at the same time, telling them to answer, "It was we," 
and having the others tell, ' ' It was they. ' ' 

2. Say to the children, "I will close my eyes. Some of you may fold 
your arms, some put your hands on your heads, some fold your arms 
behind you, some Avave your arms, then when I say ' Attention, ' all sit up. ' ' 
Try to find out who did each thing. Ask, "Was it you who folded your 
arras?" the child replying, "It was I," or "It wasn't I." Then change 
the form of the question, asking, ' ' Was it John who folded his arms ? ' ' etc. 

3. Have a quick exercise, each child in the row answering the question 
as he pleases. 

Is it I? Is it he? Is it slie? Is it they? Is it we? 

4. Every day have them repeat in concert, then individually : 

It is she. It was she. 

It is we. It was we. 

It is they. It was they. 

5. Send a child from the room, telling him before he goes that somebody 
will be appointed to be it. The children name some one child, and the 
teacher names the one who is to ask the questions. The child then returns 
to the room. The one who asks the questions stands up and asks, "Is it 
Charlie?" The guesser answers, "No, it isn't he," or "I think it is he." 
Instead of having some one ask the question, the child who left the room 
may ask, "It it you, Charlie?" Charlie replies, "It isn't I," or "It is I," 
as the case may be. 

I HAVE NO. 

Purpose and Method. — The purpose and method are the same as in 
teaching the verbs. The teacher produces the proper setting, gives the 
form, and has the children imitate her. The attention must be on the 
form at first, and gradually transferred to the subject-matter. 

(ic.) 



It is I. 


It was I. 


It is you. 


It was you. 


It is he. 


It was he. 



1. Say to the children, "I have no pencil. Will yon please lend me one? 
Thank yon. I have no book. Will yon please lend me j^ours? I have no 
paper. Will yon lend me yonrs? Yon may answer me, nsing, / liave 
no ." 

Please lend me yonr sponge. Please lend me yonr slate, crayon, knife, 
watch, ring, top, doll, looking-glass, marbles, fan, etc. This mnst be qnickly 
and enthnsiastically done to be effective. 

2. Be a storekeeper. Have the children gness what kind of a store yon 
keep by asking to buy something. The children then say, "I wish to bny 
some bread." The teacher replies, "I have no bread." "I wish to buy 
some candy." "I have no candy." "I wish to buy some sugar." "Yes, 
I have some sugar." "What kind of a store do I keep? Yas, it is a 
grocery store. Now you may be storekeeper, and we will buy. Thinlc 
what kind of a store you will keep." 

3. Fill a box with toys and odds and ends. The children ask for some- 
thing. Keply first, "I have no doll." Then give the box to a child, and 
the others ask for anything they want. If it is in the box, it is given, 
otherwise the child replies, "I have no . " 

4. Try to find out who has a baby sister, brother, pet kitten, blue dress, 
new knife, top, fan, etc., by asking quickly, "Have you a hahy sister?" etc. 

5. Send the class to the board, with no chalk there, and ask them to write 
a word. If the first one says, "I have no chalk," ask several if they have 
chalk, insisting on a complete sentence. If any child can not give the 
form, some one may tell him what to say. 

6. Put cards on several desks about the room, then as you look about, 
say. "Lillie has no card," "John has no card," "Edgar has no card," 
"John, tell me some one in your row who has no card," etc. 

7. "Why can't Lillie lend me her doll, ball, fan?" etc. 

8. Say quickly to the first child in the first row, "I had no mush for 
breakfast: tell me something you didn't have. Begin your sentence with, 
I had no." 

Devices for Review. 

1. Tell stories about a child in your class, as : 

Last night I wished my erasers cleaned. I called upon the boy who had the best 
reading lesson. Who was it? (The child answers, "It was I.") To-day I shall call 
for the child who can count the farthest. Who is it? (Answer, "It is I.") 

Last night a little baby boy and his sister were walking on the street. The baby fell 
down. The sister picked him up and carried him home. Who was it? 

Evepy night there is a little boy who brings his mother the milk from the grocery. 
Who is it? 

Who is the little girl who helps her mother wash the dishes? etc. 

2. Send all the children or certain children to the board to draw pictures. 
Hide your eyes, so you do not see to what board they go. Then ask, ' ' Who 
drew this?" The one who did answers, "It w^as I." 

3. Use freely device No. 4 under "It is I." 
2— NS (17) 



stories for Review. 

A Poor Boy. 

It was a very cold day. Mr. Brown had finished his worlv, and was 
going home to supper. As he walked along he thought of the games he 
would play with his three little children. But who was the poor little boy 
sitting by the road? His coat was torn, and he had on no shoes nor 
stockings. Mr. Brown stopped and said, "My boy, why are you not home 
this cold evening?" "I have no home." said the boy. "Where is your 
father? Will he not take care of you?" asked Mr. Brown. "I have no 
father nor mother, ' ' said the boy, ' ' and I am very hungry. ' ' 

Then Mr. BroAvn asked the poor boy to come home with him. He gave 
him some nice warm supper and a good bed to sleep in. The next day the 
boy went to the olBce with Mr. Brown, and did errands. He went to night- 
school, and studied hard. Now he is a big man, with a home of his own. — 
Original story hij a tliird-grade hoy. 

The Little Pine Tree. 

A little pine tree was in the woods. It had no leaves. It had needles. 
The little tree said, "I do not like needles. x\ll the other trees in the 
woods have pretty leaves. I want leaves, too. But I will have better leaves. 
I want gold leaves." Night came, and the little tree went to sleep. A 
fairy came by, and gave it gold leaves. When the little tree woke up, 
it had leaves of gold. It was very happ3\ 

Night came. A man came by with a bag. He saw the gold leaves. He 
took them all, and put them into his bag. Now the little tree had no leaves. 
It had no needles, either. The poor little tree cried, "I do not want gold 
leaves again. I will have glass leaves. ' ' 

So the little tree went to sleep again. The fairy came by and put glass 
leaves on it. The little tree awoke and saw its glass leaves. Then a wind 
came up. It blew and blew. The glass leaves all fell from the tree, and 
Avere broken. 

Again the little tree had no leaves. This time it said, "I want green 
leaves. I want to be like the other trees." And the little tree went to sleep. 
When it awoke it had green leaves. A goat came by. He was hungry, and 
he ate all the leaves. Then the little tree said, "I like my needles best." 
And the little tree went to sleep. The fairy came and gave it what it 
wanted. When it woke up, it had its needles again. Then the little pine 
tree was happy. — Adapted from Old-time Stories hy E. Louise Smythe. 

THE SENTENCE. 

Purpose and ]\Iethod. — One of the first things to be mastered in written 
language is the proper beginning and ending of the sentence. In order to 
do this, the child must first know in some Avay what a sentence is, and then 
he must have a reflex for putting in the proper punctuation. We can tell 
a sentence in two ways: First, by noting the inflection of the voice when 

(18) 



we hear it read; and, second, by seeing the beginning and ending. The 
first wa.y can be taught the children before they read or write. 

The method pursued was directing the attention to the voice as sentences 
were read. The sentences must be very short and simple at first, the 
downward inflection of the voice pronounced, and the pause between long. 
On account of the difficulty in getting stories made up entirely of simple 
sentences, the following are added : 

1. Say to the children, "I am going to read j'ou some sentences. You 
may tell me how many I read. I shall stop after each sentence. You may 
count them for me. ' ' Then read, making a long pause after each sentence : 

Saturday I went down town. I looked in a big window. There I saw a beautiful doll. 

"How many sentences did I read? Now listen again,'' 

I went into the store. I bought the doll. 

' ' Tell me how many sentences. ' ' 

I gave the doll to my cousin. She named the doll Grace. She was very happy. 

' ' How many sentences ? ' ' 

Bead the same thing again, pausing after four sentences to ask, "How 
many ? ' ' 

Use in the same way : 

I had a very large dog. His name was Carlo. He had pretty, black hair. He sat up 
and begged for a cracker. He liked to go into the woods to catch birds. I threw a stick. 
He ran after it. He brought it back to me. 

Here are two children. Their names are Jack and May. They are wading in the 
water. Mama said they could have some fun. Going in wading is great fun. 

The water is very warm. On the bottom are sand and pebbles. Jack sees a clam on 
the bottom. May screams. She lifts her foot out of the water. A crab has caught her 
toe. Jack pulled the crab off. 

One day an ant fell into the water. He tried to swim out. He could not do it. A 
dove saw the ant. She picked off a leaf. She threw it to the ant. The ant crawled up 
on the leaf. She M^as carried to the shore. 

The next day a man was out hunting. He saw the dove. He aimed his gun to shoot 
it. Just then the ant saw the man. She bit his heel. The man was very angry. He 
turned around. The dove flew aw'ay. 

2. For another device, use a picture large enough for the whole class 
to see. 

Tell me how man}' sentences I make about this picture. 
In this picture I see a little girl. She is standing by her mama. 

"How many sentences'/ Now listen again," 

The cat is lying by the fire. I think mama is telling the little girl a story. The 
little girl looks happy. 

"HoAV many sentences?" 

Call on the children to make one sentence, two sentences, three sen- 
tences, etc. 

3. For a third exercise provide each child with a picture, and call for a 
definite number of sentences, as two, three, etc., according to the ability 
of the children. . 

By tliis time the children should be able to recognize several sentences 

(19) 



with only a slight pause between. The second step — recognizing a written 
sentence — is then begun. 

4. Go to the board, saying, "Now I shall write a sentence on the board," 
and write : See the little girl. 

"What kind of a letter at the beginning? How did I finish it?" 

Have the class give sentences, while the teacher writes on the board. 

As each one is given, ask, ' ' How shall I begin it ? How shall I finish it ? 
Who will write the first word? Who will finish it?" 

After several easy sentences are given, go back over the group, calling 
on different children to show the first sentence. "Where does it begin? 
Where does it end? What kind of a letter at the beginning? How do we 
finish it?" After going through the sentences consecutivel.y, skip about. 

After this, count the number of sentences on certain pages in their 
readers. 

5. A teacher, to vary the exercise, had her children play the sentence. 
Each child represented a word. "What kind of a letter must the first 
word have?" The child suggested standing on the table to be higher, so 
he did. The children stood in a row, one child representing each word, 
and the period, at her own suggestion, sat on the floor. Then each child 
said his word, and the next sentence was played. The teacher allowed them 
to represent the big letter in any way thej^ chose. Then they pointed out 
the beginning and ending of each sentence. The children called for this 
game repeatedly. The teacher closed the lesson by reading a story from 
their reader, allowing them to tell how many sentences. 

THERE ARE. 

Purpose and Method. — There are and there were seem to be the hardest 
reflexes to get. Perhaps more adults make this mistake than any other. 
Much time should be spent on these two forms, as often these two words do 
not appear in the child's vocabulary. 

Be certain that the children say there and not they. 

1. Have a number (two, three, or four) of various objects, such as tops, 
balls, oranges, marbles, etc., on the desk. Say to the class, "There are 
three mar])les on my desk. There are two tops on my desk. Who will tell 
me how manj^ oranges there are on my desk ? ' ' 

2. Have a number of pictures with more than one of various objects. 
Pictures of fruit, flowers, or animals are good. Have the children tell how 
many of each are in the picture. 

3. Have a child come to the desk, select any number (more than one) 
she wishes of any object, and hold them up, saying to the class, "There 
are two apples in my hand." 

4. Repeat exercise 3, except that the class do not know the number of 
objects the child takes. They say, "I think there are three nuts in Mary's 
hand," etc. This may be varied by having the children guess what Mary 
has in her hand; as, "I think there are apples in Mary's hand." 

(20) 



5. Have the children guess what things there are in your satchel, assur- 
ing them that there is more than one of each. Guess what things there are 
in the desk ; in the bookcase, etc. 

6. Have the children think of things at home in the kitchen that there 
is more than one of. ' ' Tell me how many there are ? ' ' The parlor, school- 
room, church, etc., may be used in the same way. 

7. The teacher may be a storekeeper and the children may guess what 
things there are in her store. 

THERE WERE. 

Purpose and Method. — This can be a memory exercise. The attention 
is to be directed toward the objects that have been removed. The same 
method (that is, the teacher making the proper setting and giving the 
form) is used as well as the same devices. 

1. Have a number of each of the different objects on the table. The 
children pass around in line, look at the things and return to their seats. 
The teacher takes the objects away from the table, then says, "There ivere 
apples on the table. There tvere oranges on the table. Tell me what other 
things there ivere on the table." 

2. Pick up various articles, then put them down again. Do this very 
quickly to keep the attention of the children. They tell Avhat there were 
in the teacher's hand. Afterwards a child may take her place. The 
sentence should be given each time the objects are put down. 

3. "Tell me what there were on the street as you came to school this 
morning. Tell me what there were on the table last night ; on the desk 
yesterday; on the bay last week; on the Christmas tree last Christmas." 

4. Hold up a picture with many of the various kinds of objects in it. 
After giving the children a few seconds to look, lay it down and have them 
tell what there were in the picture. 

5. Pass around some pictures cut from a magazine. After the children 
look at the picture, they return it and tell what there were in the picture. 

6. Use any of the devices under "there are," having it a memory 
exercise so tliere iccre may be used. 

7. Have some blocks in the room. Put three down on the desk, saying, 
"There are four cars on the track; two of them were switched off (taking 
two away). Now there are two left." 

After is and was are given, stories may be made, using ' ' Then there was 
one left," or "Now there is one left." The children are often very original 
in making up these stories. (See First Book in Arithmetic, State Series, 
Chapter XII — Number Stories.) 

THERE IS-THERE WAS. 

The same devices may be used as in teaching tJiere arc and tJiere ivere. 
Be certain that there is but one of everything talked about, and that the 
attention of the children is directed toward the one. 

(21) 



HIGH FIRST AND SECOND GRADE, OR 
SECOND GRADE. 



If, before the end of the year, the children finish the work already 
outlined, and really know it orally, the easier work under "second time 
over" may be begun. 

1. Among the devices used in teaching little children to write words, the 
following has been found very successful: Send the class, or at least one 
division, to the board. As soon as all the children are ready, write the word 
on the board. The children may simply watch you, or better still, have 
them trace the letters in the air as you make them. Then have them look 
at the word as a whole ; trace it a few times in the air, and all turn and 
write. Those who can not do it, may look at the teacher's word. Encourage 
them to write it first time without looking at the teacher's word. The 
children usually need to write it three or four times to have it thoroughly 
impressed. Then have the children erase, look at the teacher's word, then 
write, the teacher erasing her word. If the children know a few words 
already, this new one may be made into a sentence, the sentence written 
on the board by the teacher, attention called to the capital and period, and 
then the class requested to write. 

Review. — Every day review the work of the preceding days. It is better 
not to dictate the words of the last three or four days, but to write them 
on the board, giving the children an opportunity to see them for a second, 
then erase and write. Dictation is sometimes a test. If the children know 
the words, there is little use in testing them. If they do not know them, 
testing will not teach the words to them. 

This same device may be used in any grade by omitting the tracing of 
the word in the air. It is a very excellent way to make a poor speller 
into a good one. 

2. Another device, and a good one for review, is to send the class to the 
board, each child being provided with a slip of paper upon which the words 
are written. Each word may be written twice. As soon as the children 
are far enough along, sentences may be called for. 

3. Cut-up words may be made into sentences at the child's desk. As 
soon as he has finished he may pass to the board and write his sentences 
on the board. 

MARGINS. 

The first time you have the children write on paper, have them place 
their papers properly on their desks. Then say to them, "Hold up the 
hand you do not write with. Close your little finger. Close the one next 
to it. Now you have two fingers standing. Put your hand down on the 

(22) 



paper so your longest finger will be on the edge of the paper. ' ' Show them 
how by drawing on the board a picture of the paper and the hand on it, 
also by holding up a paper with your hand on it. Have them take their 
pens, and write the first word right by their fingers. Then write the 
second line under tlie first. 

Take your readers, and see that the printer does not print out to the 
edge of his paper, but leaves a space. 

This work should be repeated during every lesson, until all the children 
do it as a matter of course. 

Another device is to give each child a piece of cardboard just as wide as 
the margin should be. He puts this down on his paper with edges even, 
finding the place for the first word. 

The secret of success is to have all the children do it together, imitating 
the teacher first, then alone, the teacher simply reminding, and finally 
without direction. Constantly doing this only one way Avill bring results. 
Never allow the children to write even a spelling lesson without a margin. 

Have the children take out their readers and look at the first line in 
several stories. They will find the first word much farther from the edge 
of the leaf than the first word of the second or third lines. 

Have them copy the first paragraph of several stories, indenting the 
first word. Afterwards remind them of this whenever they write a story 
or copy a paragraph, until all have formed the habit. 

Another device that may be used is to take a long strip of paper, about 

one and one half inches wide, fold it lengthwise, and slip it over the left- 

. hand edge of the paper. The child indents the first word from this paper, 

but writes back to the folded paper each time. This does away with the 

ink margin that is often used, but which mars the looks of the paper. 

THE SENTENCE. (Second Time Over.) 

The exercise under "first time over" should be repeated from time to 
time. As soon as the children are able to write at all readily, they are 
ready for the "second time over." The purpose of this is to form a reflex 
for writing a sentence properly, with the attention in some other place than 
on the beginning and ending. Success is obtained only through directing 
their attention to it time after time. 

The children should know, first, how to make the capital letters. To 
direct their attention to this, write on the board this list of words •. 
the my he a papa baby five 

Have the children write the same word as they would if it were the first 
word in a sentence. Then make up some sentences, and write them on the 
board. Have the children tell how to finish the sentences. 

Have these sentences copied, reminding them of the margin and a period 
at the close. After all have written, ask them to look at each sentence to 
see if it is finished. 

The boy went home. A pen is on the desk. Baby likes to play. 

My name is May. Papa is good to me. Five boys are in the yard. 

He is a good boy. 

(23) 



Following this, have a dictation lesson. These sentences should contain 
words that the children know thoroughly : 

My dog is black. A baby is pretty. Baby is good. 

He eats meat. Papa likes me. Five nuts are in the cup. 

Have them copy four sentences from their readers. 

Have several objects in the room, such as a ball, a flower, a fan. a box. a 
cup, a doll, a book, etc.— all objects whose names could be written by the 
children. Hold these up one by one, asking for a sentence about each. As 
the sentences are given, write them on the board, properly begun and ended. 

Copy the best sentences on the front board, and have the children copy 
them for a writing lesson. 

Have a large picture. Ask for sentences about the picture. Then send 
the children to the board, and have them write two sentences about the 
picture. 

Have them write a definite number, say, three, four, or five, according 
to their ability and the time, about the nature-study material. 

Give a familiar subject, as a car, the wind, the sun, a rainbow, the bay, 
a boat, and have the children write a definite number of sentences. 

Device. — Have a pupil come to the front of the room and face the class. 
On the board above his head write a subject. The class then make sen- 
tences until the pupil can tell what it is. The pupil who gave the last 
sentence must then take his place. — From Bulletin No. 3, hy Alma Patter- 
son; edition now exhausted. 



DEVICES FOR REVIEW OF VERBS. 

1. Put on the board the past tense of the verbs to be reviewed. Pass to 
each child a slip of paper on which is written a noun that can be used with 
one or more of the verbs. Call on the children for sentences orally, then 
have them pass to the board and write one or more, as : ate, drank, grew 
may be the words on the board. A child may have the word kitty on his 
slip. When he is called upon to recite he will give such sentences as, "My 
kitty ate meat," "My kitty drank milk," "My kitty grew into a big cat." 
If they substitute slie or he for the noun, there is no objection. It sounds 
better, and makes no difference, a^ the attention is on the verb. 

2. A variation of this device is the game of postman. A child is selected 
as postman. The letters he carries contain three or four words, the past 
tenses of as many verbs. The child pretends to read his letter, but in reality 
gives sentences containing the verbs, as: The letter has the words drew, 
gave, took. When the child is called upon to read he perhaps says, ' ' I drew 
a pretty picture. I gave it to my mama. She took it and gave me a kiss. ' ' 

This may be used as busy work, the work being written after once being 
done orally. 

3. The past tenses of verbs may be put on a ladder, each word on a round. 
The child climbs the ladder by giving or writing sentences with each word 
in order. 

(24) 



4. Write on the blackboard a list of the verbs in the present tense. Point 
to a verb, call upon a child. He performs the action indicated by the verb, 
then makes a sentence telling what he did. This may be varied by the 
child's selecting his own verb, performing the action, while the children 
guess what he did, using the past tense of the verb. 

SAW. (Second Time Over.) 

The object is to have the children write the forms which they have 
learned to say. The children should now be able to recognize and write a 
good many names of objects. The method used is to get the sentence from 
the child, have him read it, copy it, and finall}^ write it from dictation. 

1. Review quickly one of the devices under "first time over," then write 
on the board, as the children give the sentence in response to, "Tell me 
what you saw. Tell. me what the boy saw" : 

I saw a doll. The girl saw the cat. The man saw a big box. 

The boy saw a box. Mama saw the girl. Frank saw me. 

The baby saw the dog. I saw a little ball. Papa saw the boy. 

2. Read these in concert, then individually, and finally copy as many as 
you have time for. 

3. Write the word saw on the lioard, then dictate the sentences of 
yesterday. The children should be able to write the other words. 

4. Dictate without writing the word saw, unless necessary: 

I saw a man. I saw a little girl. We saw you. 

Baby saw me. She saw a dog. The girl saw mama. 

5. The children may write four sentences of their own containing saw. 



ATE. (Second Time Over.) 

Review of Saiv. 

1. Review the first device under "ate." Then say: "Tell me what you 
saw in a cage," and write on the board, "I saw a bird." Have the children 
tell you what the bird ate, and write under the first sentence : ' ' The bird 
ate seeds." In the same way get the following sentences, underline ate, 
and have the sentences read and copied : 

I saw a dog. The dog ate a bird. 

I saw a cake. May ate the cake. 

I ate an apple. The baby ate bread. 

May saw a girl. The girl ate candy. 

2. Dictate the sentences of yesterday. Before doing so, write the word 
on the board, and call attention to it. 

3. Ask the children for sentences with ate. Write the easiest ones on 
the board. 

4. Have the children make up and write their own sentences. 

(25) 



WENT. (Second Time Over.) 

Review op Saw and Ate. 

1. Review went orally, using one of the devices under "first time over." 

2. Copy: 



I saw mama. 
I went to mama. 
I went to baby. 



Baby ate a uut. 
Baby went to mama. 



3. Dictate several sentences in review from the lessons on ate and saw. 
Dictate the sentences under exercise 2, using went. 

4. For variety, act out the verb ate. Have a child tell what you did, 
then have the class write the sentence on the board; as, "You ate cake." 
Do the same with went and saw. 

BROUGHT. (Second Time Over.) 

Review of Saw, We)it, and Ate. 

1. Review brought orally, using a device in "first time over." Have a 
child bring you a fan. After you have taken it, have the child say, "I 
brought you a fan. ' ' In the same way get : 



John brought me a hat. 
Mary brought me a doll. 



I brought you a nut. 
Tom brought me a ball. 



By this time the children should be able to add the review sentences, if 
the teacher gives the word. AVrite only the easy sentences on the board ; as, 
I saw an apple. I ate some bread. I went to the park. 

2. Have these sentences copied. 

3. Dictate these sentences. 



PAST TENSE OF VERBS IN GENERAL. (Second Time Over.) 

Enough work has been given above to show the method. Each lesson 
should contain a review of the verbs previously learned. The following 
sentences are added for dictation for each verb. For review, sentences may 
be taken from the preceding lessons : 



/^ame 

I came to you. 

The boy came to school. 

Two men came by the school. 

A boy came by me. 

The baby came to school with me. 

threw 

I threw the ball to Tom. 
Tom threw the ball to Dan. 
I threw the paper away. 
The boy threw me down. 



caught 

The cat caught a rat. 
I caught the baby. 
Dan caught me. 
The dog caught the ball. 
Ned caught the ball. 

gave 

Baby gave me a fan. 
I gave mama a ball. 
Papa gave Tom a top. 
Mary gave you an apple. 



(26) 



Review. 



Papa saw the hat. 
Baby went away. 
I ate some candy. 



Mary brought her lunch. 
Baby came to school. 
Ned caught a ball. 



I threw a ball. 

Tom did it. 

Tom gave me an apple. 



List of Verbs to be Taug-ht. 



see 


throw 


tell 


speak 


drive 


learn 


borrow 


walk 


eat 


do 


take 


begin 


wear 


teach 


is 


help 


catch 


run 


say 


build 


tear 


set 


are 


cry 


grow 


draw 


bring- 


buy 


win 


sit 


feed 


ring 


come 


fall 


know 


sell 


fight 


lie 


jump 


climb 


drink 


go 


break 


swim 


sing 


lay 


find 


need 


write 


fly 


ride 


bite 


lose 


think 


lend 





IT IS I— IT WAS I. (Second Time Over.) 

1. Review all the exercises under "first time over," having the children 
write all the sentences as they were given in each exercise. 

2. Have these sentences completed and read aloud: 



It was I who. 
It was he who. 



It is I who. 
It is he wiio. 



It was she who. 
It was they who. 



It is she who. 
It is they who. 



3. Dictate: 

It was I who knocked at the door. 
It was he who lost the marbles. 
It was they who came to see me. 
It was we who sang the song. 



It is I who will help you. 
Is is they who are to blame. 
It was she who went away. 



4. Answer each of the following questions with one of the sentences here 
given : 

. It is I. It was I. 

It is he. It was he. 

It is she. It was she. 



Who told the story so well? 
Who brought me these flowers? 
Was Mr. Plill the man who helped 
the little girl? 



Who is stamping her feet? 

Who is singing? 

Who was it that fed the chickens? 

Was it John or he who left the room? 



5. Tell this story, and have it reproduced: 

One day Mary was playing house with her little friend, Birdie. Suddenly, they heard 
somebody knocking at the door. "Who is there?" they cried. "It is I," said a voice. 
"I wonder who it is," said Birdie. "It might be your brother." "Oh, it isn't he ; he 
went out a long time ago," said Mary. When they opened the door they couldn't see 
anybody. So they began to play again, when again they heard somebody knocking at 
the door. Mary said, "Who is there?" "It is we," cried some voices; but when they 
opened the door they couldn't see anybody this time. Finally Mary said, "Oh ! I know 
who it is, it is my cousins." Birdie said, "Do you think it is they?" "Yes; let us 
stand here and catch them." So when they knocked again Birdie opened the door 
quickly, and caught the boys. Mary said, "Did you knock at this door before?" The 
boys said, "It wasn't we, it was Ella," but Birdie said, "It wasn't she." Finally the 
boys said that they were only fooling, and that it was they who knocked at the door. 



(27) 



AM NOT— IS NOT— ARE NOT. 



1. Begin in a very quick way with the first row, saying. "I am not 
talking. Tell me what you are not doing." Each child gives one sentence. 
To the next row say, "Pie is not thinking. Tell me something else he is 
not doing." In the same way, go around with, "You are not," "She is 
not, " " They are not. ' ' This is very successful, if done quickly, not Avaiting 
for the slower ones. They will get it by hearing the others. 

2. Write on the board ten sentences, calling for them after the above 
exercise, and have them copied; as, 



I am not playing in school. 
You are not always in your seat. 
He is not writing his lesson. 
We are not singing softly. 
They are not good friends now. 



She is not pla.ying the piano. 

Mama is not at home now. 

The boys are not playing in the yard. 

I am not listening now. 

The girls are not writing well. 



3. Have the children answer, first orally, then written, the following 
questions. The answers should all begin with no : 



Are you going to the park to-day? 

Is she fond of candy? 

Is he always on time? 

Are they I'eading a new book? 

Are we to sing "America" to-day? 



Are you going home early to-night? 
Is he to be promoted next year? 
Are they to walk quickly by? 
Are you playing tag now? 
Are they in the fourth grade? 



4. Dictate these sentences : 

He is not the boy I want. 

No, I am not going to the park. 

It is not right to fight. 

She is not well to-day. 

The men are not in the field. 



They are not ready to go. 
The old man is not my friend. 
The two boys are not hurt. 
I am not eight years old yet. 
Papa is not in the city to-day. 



5. This may be followed by a series of lessons on questions. See topic 
"Questions," page 33. 

CONTRACTIONS. 

1. Say to the children, "We are to have a game to-day. I shall say 
something, and you may say exactly the opposite. We shall begin with 
the first row. I am singing. You may say, ' I am not singing, ' and so on. ' ^ 

Give the following sentences to the first row: 



I am talking. 
I am playing. 



I am trying. 
I am walking. 



I am whispering 
I am singing. 



To the second row give: "You are talking," etc. The children answer, 
"You are not talking." 

To the third row give: "They are singing"; then, "He is singing"; then, 
' ' She is singing, " " The boy is singing, " "He was talking. ' ' Do this very 
quickly, and keep track of the time it takes. Tell them that we shall try 
to see if we can not do it in less time. Instead of saying, ' ' I am not, ' ' they 
may say, "I'm not." Tell the second row what to say when it comes their 
turn. The children enjoy this very much, and want to do it again. 



(28) 



After going arouucl the room with the contractions, call for two sentences 
from each row, write them on the board, and have them copied ; as, 



I'm not talking. 
I'm not reading. 
You aren't laughing 
You aren't walking. 



They aren't singing. 
They aren't playing. 
lie isn't sitting still. 
He isn't running. 



He wasn't talking. 

She isn't sewing. 

She isn't playing the piano. 

She wasn't playing. 



2. Give the contractions as a part of the spelling lesson. 

. 3. Write on the board the contractions, and have them make up two 
sentences about each, writing them on paper; as, 

I'm Y'ou aren't They aren't He isn't Slie isn't She wasn't 



4. Write the following sentences on the board, having the children write 
llie opposite or denial: 



I am playing in the garden. 

The boy is doing his work. 

The men are building a house. 

The lady is mending her glove. 

You are doing your work well. 

He is playing school with his sisters. 



My sister is singing in the church. 

The acorn is on the ground. 

The boy is on the street. 

The frogs are swimming in the pond. 

I was swinging. 

He was laughing. 



5. Have the children answer these questions, beginning each sentence 
with 1W and a comma: 



Are you reading the Second Reader now"? 

Am I going with you to-night"? 

Is she eating her dinner? 

Is Jane studying her lesson? 

Are they studying arithmetic now? 

Are you picking flowers? 

Are you planting corn? 



Is he working in the store? 
Is she cooking the dinner? 
Are they wading in the water? 
Is the sun shining? 
Was he telling the story? 
Was I reading a book? 



G. Write the short form of the following ; then use in a sentence : 
I am not. Y'ou are not. He is not. She is not. They are not. He was not. 



7. Dictate the following sentences: 

I'm not reading in the Second Reader. 
I'm not going with you to-night. 
She isn't eating her dinner. 
Jane isn't studj'ing her lesson. 
They aren't studying now. 



They aren't picking flowers. 
They aren't planting corn. 
He isn't working in the store. 
They aren't wading in the water. 
The girl wasn't doing it. 



8. Hold before the class a picture which shows several children or 
animals performing some act. One child must have his eyes closed so as 
not to see the picture. Let him ask questions ; as, " Are the children 
running?" "The children aren't running. " "Are they eating?" "They 
aren't eating." 

9. Have the children repeat, individually and in concert, the following 
sentences until they are perfectly familiar with the sound : 



I do not like to run. 
He does not ride a horse. 
She does not go to school. 
The baby does not cry. 



We do not march every day, 
They do not come to school. 
It does not look well. 
The boys do not care to go. 



(29) 



10. Fill in the blanks : 

I do not . We do not . 

You do not . They do not . 

He does not . It does not . 

She does not . The boys do not . 

11. Answer the following questions, using do not or does not in the 

answer : 

Do you like to sing? Do they have new pens to-day? 

Does the boy ride a horse? Does it have wheels? 

Doe^ the man wort hard? Does she play well? 
Do we have school to-day? 

12. Eepeat the exercises, using doesn't and don't instead of does not and 
do not. 



THERE ARE— THERE WERE. (Second Time Over.) 

1. Get by questions the following sentences. Write them on the board 
and have them copied. The next day dictate them : 

There are twenty children in our room. There are two men on the street. 

There are many plants in our garden. There were three bears in the woods. 

There are three fish in the jar. There were two frogs in the water. 

There are many silkworms spinning silk. There were three little pigs in the pen. 

There are two pencils on my desk. There were two mice in the trap. 

2. Say to the children: "I am thinking of something. There are many 
leaves on it. There are many seeds on it. There are wings on the seeds. 
What is it ? " " I am thinking of something else. There are two windows 
in it. There are two doors in it. There are two horses in it. What is it ? " 
Give each child a card with one of the following words on it. The children 
make up two sentences with there arc about each: 

rosebush bird cat book hat house garden 

desk boat table dress picture cupboard mouse-trap 

aquarium vase coat hill beach stove piano 

After all have finished, the children take turns in reading, the others 
guessing, then three of the best are dictated ; as, 

I am thinking of something. There are two long pieces of wood in it. There are two 
iron pieces on the sides. There are three seats in it. What is it? A ioat. 

I am thinking of something. There are many pictures on it. There are flowers in it. 
What is it? A vase. 

There are two doors to it. There are many shelves in it. There are dishes in it. 
What is it? A cnphoard. 

3. Copy from your readers the sentences containing there are and also 
those containing there were. 

4. Place on the desk the objects as in device 1, first time over, and have 
the children make up sentences about them, using there are. 

5. Have these questions answered: 

How many children are there in the room? How many desks are there in each row? 
How many boys are there? How many windows are there in the 

How many girls are there? room? 

(30) 



THERE IS— THERE WAS. (Second Time Over.) 

1. Put several things on the table in sight of the class. "Tell me what 
there is on the table. " " Tell me what there is on the stove ; on the chair ; 
in the yard." Write the sentences as they are given. 

There is a box on the table. There is a pan on the stove. 

There is a new book on the table. There is a cat on the chair. 

There is a knife on the table. There is a boj' in the yard. 

If it had happened yesterday, how would I have written it ? 

There was a box on the table. There was a pan on the stove. 

There was a new book on the table. There was a cat on the chair. 

There was a knife on the table. There was a boy in the yard. 

Have these sentences copied, and later dictate them to the class. 

2. Have these questions answered orally, then written : 

What is there on the board? What was there on the table yesterday? 

What is there on the table? What was there in the yard yestei'day? 

What is there on the chair? What was there on the street yesterday? 

What is there on the stove? What was there on the desk Monday? 

What is there under the stove? What was there in the office this morning? 

3. Write four sentences beginning with tJicre is. Write four beginning 
with there was. 



SINGULAR AND PLURAL. 

1. Draw on the board the picture of a top, a hat, an apple, a bird, a 
turtle, a tree, a book, etc. On another part of the board draw two, three, 
or four of the same objects. The children may then tell what was drawn 
on the front board, and also how many and what were drawn on the side 
board. Have them enunciate very clearly the "s" in the plural. Then 
have them give sentences telling something about one top, about two 
tops, etc. 

2. Have a number of objects in a box. The children come and take 
from the box all they can find of any one thing, saying ver}^ clearlj^, "I 
took three books," "I took three pencils," etc. Use this to review the 
verbs; as, "I found two pencils," "You gave me a pen," "I brought you 
a book," "AVe sang one song to-day," "There are three marbles in my 
pocket," "There were," etc. 

3. To teach the children some of the irregular plurals, say, "How many 
would like to know what is in this box? You may find out, and tell the 
class. ' ' Insist on having them use the word box in their answers. Have a 
number of little boxes in one big one. "You may tell me how many little 
boxes there are in this big box. Count the big boxes in the cabinet. How 
man}"- are there? How many boxes are on mj^ desk? How many boxes 
have you at home? You may take out your pencil-boxes. How many in 
the first row? The second row? How many in the room?" 

' ' What does the storekeeper keep in boxes ? ' ' 

(31) 



"What do we keep in boxes? How many boxes on the nature-study 
shelf?" 

"Draw one box on the board. Draw two boxes. How many are one 
box and two boxes?" 

4. Take up man and men in the same way, drawing one man walking, 
jumping, running, singing, creeping, etc. The children give sentences 
telling what the man is doing. Then draw one more man. ' ' There are two 
men now. Tell me what the two men are doing. How many men come to 
visit you every day? How many men does it take to run a street car? 
Let us count to see how many hands the two men have. How many feet? 
How many eyes? How many ears? Noses?" Insist on their using men 
in the answer. 

5. Have some pictures. The children give sentences about the men in 
the pictures and what they are doing. 

6. Have them take their readers, and find out how many pictures of men 
there are on a certain page, what they are doing, etc. 

7. In the same way teach the plurals of tooth, foot, mouse, leaf, child, 
fisJi. This they learn from the fish in their aquarium, kept in the room 
all the time. 

8. Device for Review. — Keep drawn on the board permanently the 
picture of a man, tooth, foot, mouse, leaf, and child, and in another place 
two or three of each. The children give in concert each day for a time : " I 
see one man, " " I see one foot, ' ' etc. They also turn to the other board and 
say, "I see two men," "I see two feet," etc. Call on them individually for 
the same thing. Have them make up sentences about the pictures. 

Second Time Over. 

By this time the children can give orally the plurals of all the common 
nouns in their vocabulary and write the singular number. 

1. Put on the board this list : 

A fish. A horse. A boy. 

A dog. A frog. A man. 

A cat. A child. A leaf. 

Have the children tell something each one of these does. As they give 
the words, fill in the sentences. They then tell what all fish do. These 
write also and at their dictation, having them enunciate clearly the "s, " 
if it is present. Have them copy both sets ; as, 

A fish swims. All fish swim. 

A dog barks. All dogs bark. 

A cat mews, etc. All cats mew, etc. 

2. Have another exercise like the first, reviewing many familiar names 
and adding mouse, tooth, foot. 

3. "Write on the board all the singular nouns so far studied ; call on them 
for the plurals, write them opposite, and have the class pronounce and copy. 

(32) 



4. Dictate the following sentences: 

There are two men on the street. Five fish are in tlie jar. 

I keep my teeth well bruslied. The leaves fall from the trees. 

My feet are not muddy to-day. I caught two mice in a trap. 

The children are playing in the yard. I have four boxes of marbles. 

5. Write on the board, meii, ivomen, teeth, feet, children, boxes, fish, 
leaves, mice, and have the children make up sentences, first orally, then in 
writing. 

6. Dictate the words of exercise 5 meaning one, and have the children 
write the word meaning more than one. 

7. Take as a spelling lesson the following words: babies, ladies, flies, 
knives, loaves, wolves, calves. 

8. Write the list on the board, have the words pronounced clearly, and 
oral sentences given about each word. Write these sentences on the board, 
and have them copied: 

There are many babies on our street. I bought two loaves of bread for my 

The ladies went to tea this afternoon. mother. 

Frogs like to eat flies. The W'olves ate the sheep. 

Boys make boats with their knives. I see a picture of two little calves. 

9. Dictate the sentences in exercise 8. 

10. Pass out to the class some small pictures of one or many of various 
animals and objects. Have the children pass to the board, and write a 
"there is" or "there are" story about the picture, and tell also what the 
object was good for and what it could do. Have these sentences read 
in turn. 

11. Have them change these sentences to mean more than one, first orally, 
then m writing : 

I have a baby at home. The child broke a slate. 

My pencil is in my desk. The fish is in the jar. 

The calf played in the field. I lost a tooth to-day. 

We ate a loaf of bread for breakfast. We drew a leaf to-day. 

I saw* a lady to-day. The man hurt his foot. 

The frog ate a fly. The wolf broke into the yard. 

The man rode to town. I caught a mouse in the trap. 



QUESTIONS. 

Tell the children the story of "The Sheep and the Pig" (Sara E. Wiltsie: 
Folklore Stories and Proverbs, page 32). Have the children act it out. 
After each speaking part has been taken, those left are moss or pegs. Be 
careful that the questions are clearly asked. 

Give the story of "The Little Red Hen and the Grain of Wheat," in 
dialogue form ; it can easily be acted out. Also other stories, such as : " The 
Three Bears," etc.; "Henny Penny" (Sara E. Wiltsie: Folklore Stories 
and Proverbs, pages 1-18). For "Little Red Hen," see under "Did," 
First Grade, page 12. 

3— NS (33) 



Second Time Over. 

1. Tell three children to get something in their hands, not to let any one 
s(>e it, and come to the front of the room. "Now, you tell me when I guess 
what it is. Gaspar, is it a pencil? Is it some chalk? Is it candy? Is it 
a pencil ? " " Yes. " "I guessed it. Now, May, is it your cap ? Is it a box ? 
Is it a flower?" "Yes." "Now, Louis, is it a knife? Is it a nut? Is it a 
pen-wiper?" "Yes." "Now the children may guess what I have. The 
question that brings 'yes' will be written on the board." The following 
are the questions. Make the question mark with colored crayon : 

Is it a flower? Is it colored crayon? Is it a nut? 

Is it your handkerchief? Is it a bottle? Is it a blotter? 

Is it candy? Is it an apple? Is it a pen? 

Have these sentences copied. 

2. The next day take questions beginning with "can it." "Have you a 
pet at home, Walter? I am going to guess what it is. Can it run? Can 
it bark? Then it is a dog." 

"Have you a pet, Edith? Can it sing? Can it purr? Then it is a cat. 
Now, I have a pet at home. Guess what it is." 

Ask questions beginning with "can it." Put all the questions on the 
board. It helps the children in asking. Have the following copied: 

Can it jump? Can it bite? Can it eat? Can it run? Can it fight? 

Can it sing? Can it hop? Can it talk? Can it bark? Can it run up a tree? 

3. Now take "has it" questions. Have a number of pictures. Let Helen 
choose one, then ask, "Has it four legs? Has it two horns? Has it wool 
on its back? Then it is a sheep. Now, I have one, and you may guess. 
The one who guesses may have the picture. We will write on the board 
the question that makes you think what it is." 

Have the children copy these : 

Has it fur on its back? Has it horns? Has it two legs? Has it long hind legs? 

Has it long ears? Has it a trunk? Has it long hair? Has it any legs? 

Has it feathers? Has it a long neck? 

4. Follow these by questions beginning with "are they." Hold a picture 
in your hand so that the children can not see. "You may guess what the 
children are doing. ' ' Copy these sentences : 

Are they playing ball? Are they walking along? 

Are they running? Are they sitting under a tree? 

Then take other pictures, make a list of ten sentences, write them on the 
board, and have them copied by the children. 

5. By this time the children should have an idea of what questions are. 
Take a picture. "What is the little girl doing? Where is she going? 

What is her name? Now you may ask me anything you wish about this 
new picture. I will answer your questions." Write ten of the best 
questions on the board, and have them copied. 

(34) 



6. Write on the board : 

Are you a good boy? Will you lend me j'our book? Have you a pencil? 

What do we call these sentences? How do they end? Take out your 
readers, and read a question. How does it end? Copy all the questions 
on page 3, First Reader. 

7. Read the story on page 76. Ask six questions about the story. 

8. Dictate the following questions : 

What is the boy doing? Can you write well? 

Where are you going? Does the fish come to the top to breathe? 

Has the boy a whip? Are you having a good time? 

What does the cat do? Is she going home? 

Who has seen my dog? How do you spell your name? 

9. Have the children ask two questions they would like to have answered, 
about : the silkworms ; the tent caterpillars ; the oak galls ; the polliwogs ; 
the frogs ; the sprouting seeds. 

10. Put up a large picture before the class, and tell the children to write 
five questions about it. 

11. Divide the class into two parts. Send one half to the board to write 
questions; the other half to answer them. The first sentence completed is 
to be answered by the one who sees it. If any one makes a mistake, the 
one who discovers it takes his place. 

12. Have the following story reproduced orally and in writing : 

Once there was a little boy named Tom. He had a dog, Carlo. Tom and Carlo were 
very good friends. One day mama left them out in the garden playing. Soon she came 
out and called, "Tom," as loud as she could. But Tom did not answer. Then she heard 
Carlo barking. She ran as fast as she could to the spot. What do you think she saw? 
There on the grass lay Tom, all wet and cold. He had slipped and fallen into the water. 
How do you think he got out? 

13. If the children do not have the idea of a question by this time, follow 
this series with some lesson on "did he," etc. 

14. Have a picture of a little boy with a small bucket and a spade. Say 
to the class, ' ' What do you think this little boy did ? If you ask me, I will 
tell you when you are right." Put the questions on the board and have 
them copied. 

15. After such subjects as "I have no," "I haven't any," "isn't," "are 
not," "there is," "are," "was," "were," etc., take up, as an extra time 
over, the same thing, only in question form, using the same exercises as 
under ' ' Questions. ''' 

16. If some children are careless about putting in the question marks — 
and by careless I mean that they know when to put in the marks and 
where, if their attention is called to it — write a story on the board, leaving 
out the periods and question marks. The children copy, putting in the 
proper marks. A hectograph copy for each child is better. This is not a 
means of teaching, but a cure for careless work. 

(35) 



"Big Spider and Little Spider" (Sara E. Wiltsie : Folklore Stories and 
Proverbs, page 11) is a good story for this purpose. 

17. The story of "The Ugly Duckling" contains some good questions. 

May I. 

1. Select a child for teacher and have her take the teacher's chair. The 
children are to ask questions. Whisper to each child a question, then have 
the pupil-teacher call upon the children individually: Such questions as 
the following are good ones : 



May I close the window? 
May I leave the i-oom? 
May I ask John for a pencil' 
May I go to the stove? 



May I look at the silkworms? 

May I put this into the waste basket' 

May I write on the board? 

May I clean the erasers? 



2. Have the children think of something they can do and would like to 
do. Ask permission to do it. 



3. Make these sentences complete : 

go to the park? 
look at the picture? 
take care of the baby? 
sing a song? 
draw a picture? 



read a story? 

do the next example? 

go home? 

speak to May? 

get a drink of water? 



4. Have a list of questions on the board. With the help of the children 
select the beginning word of the question, and make a list of these words on 
the board. Erase the question; then have the children make their own, 
using as the first word, one of the words on the board. 



Are you warm? 

Were you at the park? 

Is Edith going home? 

Where are you going? 

Did you feel the earthquake? 

Have you a dog? 

Can you jump the rope? 



What did the bear tell you? 

Why did you not go? 

May I be monitor for my row? 

Who will do this? 

Do you like to spell? 

Has he a new knife? 



The Three Butterflies. 

Three butterflies were caught in a shower of rain. One was white, one 
was 5'^ellow, and one was brown. They were far from home. They did not 
know what to do. 

They saw a white tulip and flew to her. ' ' Please may we come into your 
house?" they called. "Only the white butterfly may come in," said the 
tulip. "Her wings are the color of my house." "If you will not take my 
friends, I shall not come in, ' ' said the white butterfly. 

They flew to a yellow tulip. "Please may we come into your house 
until the rain is over ? ' ' they asked. ' ' Only the yellow butterfly may come 
in, ' ' said the tulip. ' ' Her wings are the color of my house. " "If you will 
not take my friends, I shall not come in," said the yellow butterfly. 

They flew to a brown tulip. ' ' Please may we come into your house until 
the rain is over?" they asked. "The brown butterflv mav come in," said 



(36) 



the tulip. "Her wings are the color of my house." "If you will not take 
my friends, I shall not come in," said the brown butterfly. 

Just then they heard the elm tree call to them. She said, "Come to my 
branches until the rain is over." So the three butterflies went in out of 
the rain. 

TWO. 

1. Have on the desk two boxes, two pieces of chalk, two erasers, two pens, 
pencils, cups, books, etc. Call on the children to give' sentences telling 
how many there are. 

2. Write for them on the board three of the sentences, underlining two: 

There are two pens on the desk. There are two pencils on the desk. There are two 
erasers on the desk. 

3. Send them to the board to write two sentences, each telling about 
two objects on the desk. 

4. Have one child make up a sentence using two, and another write it 
on the board. 

5. Perform several acts, having the children write on the board what was 
done; as, "You put two books on the desk. You took two pencils from 
the table." 

6. Dictate: 

Two pens are in my desk. There are two windows in my room. 

Two girls came here last night. The boys brought two worms for the 

There are two frogs in our cage. water-dog. 

I have two hands. I have read two books. 

I have two apples for lunch. The boy missed two words. 

Mama gave me two ribbons. 

7. Have the children write a list telling about everything of the body 
that there are two of; as, two eyes. Have them write sentences telling 
all the things at home that there are two of; as, "There are two beds in 
my room," etc. 

PRESENT TENSE. 

1. Write on the board the word dog. Tell the children that you will 
make a list of all the things a dog does, and then as they name the various 
actions write them down in this way : 

jumps. 

barks. 

howls. 

eats. 

drinks. 

runs. 

wags his tail. 

lies down. 

chases cats. 

hunts rabbits. 

(37) 



A dog 



After this, write down in another place All dogs. Then have the 
children go over the list and see what changes must be made. The new list 
will look like this : 



All dogs 



jump. 

bark. 

howl. 

eat. 

drink. 

run. 

wag their tails. 

lie down. 

chase cats. 

hunt rabbits. 



Have the children read the sentences aloud, pronouncing clearly the s in 
jumps, harks, etc., and in the plural form the s in dogs. 

2. Give the children such groups as, A Jiorse, a cow, a haby, a man; then 
Many horses, all cows, all hahies, many men, some men, a few horses, etc., 
and have them make out the lists. 

3. Write these sentences on the board. Have the children rewrite them 
so they will mean many instead of one. Give as a spelling lesson those 
words that change y to i for the singular forms, as flies, cries; and those 
that add es, as catches, goes, does. 



The boy sees the dog. 

He goes to school every day. 

The cow eats hay. 

She brings the book. 

The baby comes slowly. 

The dog catches the ball. 

He throws the ball swiftly. 

She does the work well. 

He gives me part of the apple. 



The apple grows on the tree. 

The little girl sits near me. 

She jumps rope every morning. 

The cat plays chase the string. 

The tired horse lies down in the street. 

Mama makes bread. 

The boy flies a kite in the field. 

He loses the game without crying. 

The baby cries for food. 



4. "Does not" and "do not" are so frequently used incorrectly that it 
is well to give them special attention here. 

Read aloud these incomplete sentences and fill the blanks to complete 
them. Copy, and study for dictation : 



I do not ■ . 

You do not 

He does not 

She does not 

The boy does not 

We do not 

Girls do not 

They do not 



Does he ? 

Does she ? 

Do they ? 

Do many children 

Do the stars 

Does the fox 

Do the cats 



5. Select words from this list and fill in the blanlvs. Have this work 
oral at first, so the children will become accustomed to the sound. After 
the children have copied the sentences, filling in the blanks, call on them 
to read their sentences aloud: 



He 


They 


The sun 


We 


Papa 


Mice 


She 


The man 


Children 


It 


The hen 


Men 


I 


The boy 


Kittens 


Baby 


You 


Dog 



(38) 



■ ■ doesn't like to run. 

do not wish to go. 

■ do not come out in the day time. 

do not play in school. 

• does not lay eggs every day. 

does not work in the city. 

does not smell sweet. 

do not row well. 

does not shine every day. 

Does the bark? 

Don't play nicely? 



(HO) 



THIRD GRADE. 



VERBS. (Third Time Over.) 

1. Write on the board each day a list of ten verbs. Call upon the 
children for the "yesterday form"; Avrite it opposite; call for sentences 
using each word, then erase the past tense. Send the class to the board, 
give out the present tense, and have the children write the past tense. 



eat 
bring 
come 
catch 



thi'ow 

do 

give 

grow 

sit 

jump 



play 

are 

lay 

make 

open 

think 



drive 

drink 

write 

run 

draw 

fall 



fly 

tell 

take 

say 

win 

know 



break 

ride 

speak 

begin 

build 

fisht 



sell 

swim 

sing 

lose 

learn 

set 



lie 

lend 

teach 

borrow 

is 

play 



2. Write on the board these sentences, and have the children read them, 
changing them to past time. (Gradually drop the term "yesterday form," 
and use past tense, with no explanation.) Copy each sentence, rewriting 
on next line to show past time: 

The boys build a fort of sand. 

The boy fights for his sister. 

Grocers sell tea. 

The frog swims in the pond. 

We sing "America." 

I lose my place in the reading class. 

He learns quickly. 

The teacher set the vase on her desk. 

Cows lie down to sleep. 

He lends his knife to his sister. 

She teaches the baby to walk. 

He borrows the boy's knife. 

The girl is in school. 

She feeds her bird seeds. 

We play school at recess. 

The girl sits next to me in school. 

Frogs jump very far. 

We play tag in the yard. 

We are good boys. 

He lays his pap^re away neatly. 

We make our figures well. 

The teacher opens the window at recess. 

He thinks well of me. 

He drives a horse. 



I see a man walking on the street. 

I eat mush and milk for breakfast. 

I catch frogs in the pond. 

The flowers grow in the garden. 

The boys come to school early. 

I throw the ball very high. 

I do my work well. 

I go to school with my brother. 

I bring my sister with me to school. 

She gives me flowers. 

The cow drinks water from the brook. 

I write my lesson well. 

He runs very fast. 

1'he girl draws pictures on the board. 

The baby falls down. 

The bird flies fast. 

She tells me how to do it. 

The girl takes her books home. 

She says her piece well. 

He wins every game. 

Tom knows his lesson. 

The little girl breaks her dishes. 

Ned rides a pony. 

He speaks without permission. 

We begin early in the morning. 



3. Put on the board the beginning of sentences, having the children fill 

them out orally and in writing : 

I drove. She drove. We drove. Papa drove. 

You drove. He drove. You, they, drove. My brother drove. 



The children fill out the sentences by saying, 
day," "You drove to town," etc. 

(40) 



'I drove to town y ester- 



TWO. 

1. Use the sentences in exercise 6 in the Second Grade work. Call on a 
child to read a sentence, then have him say: "T — w — o, two, because it is 
the number two." 

2. Dictate: 

I walked two miles. Xed flew two kites. 

There are two birds in the tree. I saw two frogs. 

I have two apples. Mary ate two pieces of bread. 

Two boys ran a race. Tom caught two fish. 

Fred gave me two oranges. AYe borrowed two pencils. 

3. Write sentences using two before each of the following: 

oranges girls kittens 

dolls cats dogs 

boys apples ladies 

4. Look at the pictures in "English Lessons, Book One." Write sentences 
about these pictures, using two; as, "The little girl has two dogs." 
(Page 46.) . 



CAPITALS. 

1. Ask the children for the names of people the.y know or have heard of. 
Write these in a column on the board. Get such names as Mary, Frank, 
Charlie, Roosevelt, Washington, and McKinley. Ask how all the names 
are alike. Notice the capital for each word. At the top of the column 

•write people. 

Then ask for the names of places. This is the list : 

San Francisco California Oakland Chutes 

San Francisco Bay Cliff House Alameda Berkeley 

Make these into sentences, with the help of the children; write them on 
the board, and have the children copy them. 

Mary is a little girl. We cross San Francisco Bay to reach 

Frank goes to school. Oakland and Alameda. 

Charlie is my brother. There are seals at the Chutes and the 

Roosevelt is the President of the Cliff House. 

United States. There are many flowers in Golden Gate 

San Francisco is the largest city in Park. 

California. 

2. Study these words at a regular spelling lesson. After they are 
mastered, the sentences of the first lesson may be dictated to the class. 

3. Ask the children to tell wdiat street they live on. Tell the name of a 
long street in San Francisco. These may be written in a column, then 
sentences given about each. Copy: 

John lives on Sacramento Street. Market Street is a very long street. 

There is a car line on California Street. Jackson Street is very steep. 

Give these as spelling words, until they are mastered, then dictate the 
sentences. 

(41) 



4. Have these questions answered in full sentences : 

Who is governor of California? What school do you attend? 

What is the largest city in California? On what street is it? 

On what bay do you ride from the ferry? Write the names of four streets in San 

At what places do you like to spend the Francisco, 
day? 

5. Make a good sentence about San Francisco ; California ; Washington ; 
Koosevelt; Sacramento Street; Jackson Street; Cliff House; Golden Gate 
Park; Oakland. 

6. Have the children write exactly how to go from the schoolhouse to 
Oakland; to Berkeley. 

7. Ask the children the day of the week ; write it on the board, and have 

them tell the day before, writing it above, and the next day, writing it after. 

In the same way get all the days of the week in their order. Then ask the 

children to think of something they have done, and the day of the week 

on which they did it. Write these sentences on the board, and have the 

children copy : 

I played store Monday. We had vacation Friday. 

Mary and I went down street Tuesday. We played baseball at Golden Gate 

Mama bought me some candy Wednesday. Park Saturday. 

I rode to Golden Gate Park Thursday. I went to church Sunday. 

8. Use the words in spelling until they are learned, then dictate the 
sentences in exercise 7. 

9. Write on the board, and have the children copy and memorize : 

Monday's child is fair of face, 
Tuesday's child is full of grace, 
Wednesday's child is merry and glad, 
Thursday's child is sorry and sad, 
Friday's child is loving and giving, 
Saturday's child must work for a living, 
But the child that is born on the Sabbath day 
Is blithe and bonny and good and gay. 

10. Dictate the above to the children. 

11. Tell these stories to the children for reproduction : 

Mary Gray is a little girl who lives in Oakland. She has a cousin named Charlie, 
who lives in San Francisco, near the Chutes. One day Mary came to make Charlie a 
visit. They went to Golden Gate Park in the afternoon. They sat on the soft, green 
grass. They ran races. They watched the squin-els hiding nuts and the monkeys play- 
ing in the swings. 

The next day Charlie's mama took them to the Cliff House. Charlie had a dog named 
Cai-lo. They took Carlo with them. They had great fun running over the sand. But 
Charlie ran too near the water, and fell in. Carlo pulled him out, and carried him up on 
the sand. They called Carlo a hero. The next day Mary crossed the San Francisco 
Bay to Oakland. 

Joe was a little boy who lived on Sacramento Street. There was to be a circus in 
San Francisco, and Joe wanted to go. The pai-ade was to be along Market Street, on 
Saturday morning. Joe was very happy, for he did not have to go to school that day. 
Early in the morning he walked down Powell Street, and found a good place on the 
corner. Before long the parade came by, and Joe followed it to the tents. He wanted 
to go in, but he did not have enough money. A workman saw him, and said, "I need a 
boy to help me water the elephants. I will give you a ticket if you will do it." Joe was 
glad to do it, and worked hard. Then the man gave him a ticket. He had a fine time, 
and told his mother all about it. 

(42) 



CAPITALS FOR HOLIDAYS. 

1. Get the names of the holidays from the children. Make a list on the 
board. Call attention to the capital letters. Teach the words as if it were 
a spelling lesson. When the children can write them in a list from dicta- 
tion, have sentences made, write them on the board, and have them copied. 

2. Use the following sentences for copy and study, then for dictation : 

Did you have a good time Fourth of July? 

We will have a picnic May Day. 

Did you see the parade Labor Day? 

Admission Day is a holiday. 

We sang many songs Washington's Birthday. 

We took flowers to the soldiers' graves Decoration Day. 

Christmas is the happiest day of the year. 

New Year's Day is the first day of the year. 

We eat turkey for dinner Thanksgiving Day. 

3. Write the name of the holiday in January, in February, in May, in 
July, in November, in December. What two holidays come in September? 
Make a sentence about each holiday. 



MONTHS OF THE YEAR. 

1. The months of the year are taught in exactly the same way as the days 
of the w^eek, except that the sentences tell the holidays which come in the 
different months ; as, 

New Year's Day is in January. There is no holiday in August. 

Washington's Birthday is in February. Admission Day and Labor Day come in 

Mary's birthday is in March. September. 

John's birthday is in April. October has thirty-one days. 

May Day is the first day of May. Thanksgiving Day comes in November. 

June is a sunny month. Christmas is in December. 

Fourth of July is a noisy day. 

2. Have them copy, and then take from dictation, the rhyme : 

Thirty days hath September, 

April, June, and November. 

All the rest have thirty-one, 

Save February, which alone 

Hath twenty-eight, and one day more 

We add to it one year in four. 

3. Have the pupils copy the following sentences, filling in the blanks : 

is the first month of the year. Decoration Day is in the month of . 

Washington's Birthday is in . Santa Claus comes in . 

The roses bloom in ■ . School begins in . 

Thanksgiving comes in the mouth of . My birthday is in . 



4. Have the pupils tell you the names of the summer months, the winter 
months, the, rainy montlis, the warmest month, etc., then have them written 
in sentence form ; as, " June, July, and August are the summer months. ' ' 

5. Write in sentences the names of the months in which the birthdays of 
your family occur. 

(43) 



6. Write in sentences the months in which these holidays occur : 

Washington's Birthday Independence Day Admission Day 

Decoration Day Labor Day Thanksgiving Day. 

7. Dictate the sentences in exercise 1. 



Devices for Review. 

Months of the Year. Days of the Week. Holidays. 

1. Have the children write: (1) The months of the year in order. 
(2) The days of the week in order. (3) The names of the holidays as 
they come in the months. (4) Ten sentences using in each the name of 
one holiday and a month of the year. (5) Five sentences using in each the 
name of a day of the week and a holiday. 

2. Have the following sentences copied and studied, then use them for 
dictation : 

Christmas comes in December. They left the city May Day. 

Tlie last Thursday in November is The flowers were beautiful Easter 

Thanksgiving Day. Sunday. 

We went away Admission Day. Wednesday is a busy day. 

We are glad when Washington's Birth- The winter months are December, 

day comes on Friday. January, and February. 

The girls will stay with us Monday There is no school Saturday. 

and Tuesday. 

Past Tense of Verhs. Capitals. 

3. Put on the board the past tense of the verbs in the list on page 40. 
Have the children write sentences using the names of three people they 
know, the names of three streets, the names of four places they have been, 
and all the words in the list ; as, 

Mary saw a squirrel yesterday. The boy threw a ball on Main Street. 

4. Dictate: 

I saw President Roosevelt. The boy broke his arm in October. 

Mary went to school. George Washington fought many battles. 

Charlie ate his lunch at the park. He rode his horse Tuesday. 

He gave us a trip across San Francisco Frank sold his horse last February. 

Bay. He swam in the ocean in July. 

She did her work in Oakland. The children sang at the May festival. 

In Alameda many flowers grew. Their house was built in January. 

Mary threw the ball to John. We began geography on Wednesday. 

On Monday our cat caught a mouse. The last week in June we spoke our 
I knew many people in Sacramento. pieces. 

5. Write two sentences about President Roosevelt, George Washington, 
and Walter Brown, using the past tense of the following verbs : see, come, 
give, speak, fight, ride. 

6. Write sentences using the names of the months of the year and the 
past tense of the following verbs : learn, are, play, make, drive, run, win, 
fly, say, lend. 

(44) 



Past Tense of Verbs. Capitals. Two. 
7. Have the children study these sentences ; then dictate them ; 

Were there not two boys iu the yard Saturday? 

Each child will bring two apples to school Wednesday. 

We fed the birds seeds Saturday. 

The boys planted two rows of seeds in April. 

The farmer made his hay last June. 

Apples are ripe in October. 

He laid his two papers away Friday evening. 

She came up Sacramento Street to the schoolhouse. 

We will try to go either Thursday or Saturday. 



DATES IN SENTENCES. 

1. Ask a child to give in a sentence the exact date of his next birthday. 
Write the sentence on the board. Call attention to the capital letters, and 
the comma. It is better form not to abbreviate the names of the months. 
Many of the children will be anxious to give the dates of their birthdays, 
and some of them may be allowed to write them upon the board. If a 
selection is made, all the months may thus be reviewed. Have the children 
copy these sentences, and study them. They may then be used for dictation. 

2. Use the following dates in sentences : 

July 4, 1776. February 22, 190G. April 1, 1907. 

December 2.5, 1907. January 1, 190S. September 9, 1906. 

May 1, 1905. 

3. Use in sentences the dates of all the holidays you know. 

4. Use in sentences the dates of the birthday's of the members of your 
family. 

5. Call the attention of the children to the use of the commas in these 
sentences : 

We will go Saturday. January 3, 1908. 

Last Christmas came on Tuesday. December 25, 1906. 

Our last vacation ended Sunday, April 7, 1907. 

6. Have the children make up sentences using the name of day of the 
week and a date. If the year does not follow the month and day, the date 
should be written January 3d, December 25th, April 7th. When the year 
is given a comma only is used, as in the sentences above. 

7. Use the following sentences for study and dictation : 

We shall have no school Wednesday, June 8, 1907. 

The people took their children away to the country August 8, 1906. 

We hope Washington's Birthday will come Friday. 

Our next holiday will be Decoration Day. 

It comes Thursday, May 30, 1907. 



(45) 



ABBREVIATIONS. 

1. Put on the board the following sentences, omitting the parts in 

parentheses : 

My father is called {Mr. Smith). My sister is called JUiss Smith). 

My mother is called {Mrs. Smith). Our doctor is called {Dr. Jones). 

Call on the children to finish out the sentence, and show them that Mr. 
is an abbreviation or short way of writing Mister. Tell them that it is 
always written with a capital letter and is followed by a period. In the 
same way discuss Mrs., the abbreviation for Misses or Mistress, and Dr., the 
abbreviation for Doctor. Let them see that Miss is so short that no 
abbreviation is necessary, so it is not followed by a period. Have them 
copy these sentences from the board substituting the names of their own 
families. 

2. Copy the following sentences, putting in the proper marks : 

Mrs Smith called to-day Mr Smith went to town Wednesday 

Miss Brown is our teacher My mother visited Mrs Wade yesterday 

Dr Jones went to see the sick lady 



CONTRACTIONS. 

Review the work of the Second Grade in "Contractions." See page 28. 

1. In the same way teach can't, won't, wouldn't, didn't, haven't, hasn't, 
wasn't. 

2. Sentences for copy and dictation : 

She can't come to school. He hasn't any coat. 

He won't run away. They can't sing the song. 

I wouldn't rob a nest. They haven't come to town. 
He didn't go to the concert. 

3. Questions to be answered in the negative : 

Can she sing? Would you do it? 

Will he play ball to-morrow? Can he tie the horse? 

Has she a new dress? Can he climb a tree? 

Can he do his examples? Will he sell his pony? 

Have they come home? Have they many cows? 
Did they tell you about it? 

4. Sentences to be made with : 



isn't aren't can't I'm 


didn't 


hasn't wouldn't haven't won't 




. Write the contractions for each of the following : 




is not are not can not could not 


I am 


did not has not would not have not 


will not 



6. Change to contracted form the italicized words : 

They are not working hard. George Washington would not tell a lie. 

Frogs have not any time to play. She could not treat her badly. 

The boys will not go away. The birds did not have a nest. 

She has not finished her lesson. The children are not in school. 

I am not willing to go. The baby is not walking yet. 

A tortoise can not learn to fly. 

(46) 



TOO. 

1. "Tell me what Miss Lynch said about your singing this morning.'^ 
Write the sentence on the board, "We sang too loudly this morning." 
"Now, I will tell you something else you did this morning. You sang too 
slowly. You talked too much." Write these on the board, underlining 
too. Make sentences, using these words : 



too hard 


too far 


too old 


too slowly 


too deep 


too long 


too easy 


too low 


too softly 


too noisy 


too much 


too high 


too dear 


too quickly 


too small 



2. Copy, underlining too: 



We worked too hard. 
We played too long. 
We ran too much. 
We walked too far. 
The work was too easy. 



He jumped too high. 
He was too old to work. 
The fence is too low. 
He paid too dear for the 
whistle. 



He walked too slowly. 
He sang too softly. 
He thought too quickly. 
The water was too deep. 
The boys were too noisy. 



3. Have them make sentences, using too before each of the following 
words : 



fast 


well 


hard 


long 


near 


far 


young 


much 


many 


small 


large 


broad 



4. Dictate ten sentences from exercise 1. 

5. Have them answer these questions, using too in the answer 



Why did the tortoise win the race? 
Why didn't Goldilocks eat papa bear's 

mush? 
Why didn't she sit in papa bear's chair? 
Why didn't she lie in mama bear's bed? 



Why do you not go home for your lunch? 
Why didn't the boy do his examples this 

morning? 
Why couldn't the fox get the grapes? 
Why was the boy drowned in the river? 
Why couldn't the fox get out of the well? Why didn't the girl come to school yesterday? 

6. Write ten sentences containing too. Have some of the sentences read 
aloud. 

The Woodpecker. 

There was an old woman who lived on a hill. She always wore a black 
dress, white apron, and a red cap.. She lived all alone. 

One morning she was making cakes. An old man came to the door. He 
asked her for a cake to eat. He had no money, but he said, "You may have 
whatever you wish for." 

The old lady looked at her cakes. She thought them too large to give 
away. So she made a smaller one. When this was done she thought it too 
large, also. So she baked another one. The last was only as big as a 
pinhead, but even that looked too nice. She would not give it to him. She 
gave him a dry crust instead. 

When the poor old man had gone she felt sorry. She knew that slie had 
done wrong. She said to herself, "I wish I were a bird so I could give 
him the largest cake." Soon she felt herself getting smaller and smaller. 
She was just as large as a bird and looked like one, too. She still wore 
her black dress, white apron, and red cap. People call her a woodpecker. 



(47) 



Devices for Review. 

1. Write in sentences the names of five people. Write in sentences the 
names of five streets. 

2. Write five questions about the picture on page 31, "English Lessons, 
Book One." 

3. Answer in complete sentences these questions: 

What is your name? 

What is the name of your fatlier? (Give his initials.) 

What is the name of your motlier? 

What is the name of your teaclier? 

Who is the President of the United States? 

4. Learn the following rhyme and write it from memory : 

How many days has baby to play? 
Saturday, Sunday, Monday, 

Tuesday, Wednesday, 

Thursday, Friday, 
Saturday, Sunday, Monday. 

5. Write questions which these sentences answer : 

A mouse eats cheese. September 3, 1906, was my last birthday. 

The nuts are falling now. Wednesday is a hard word to spell. 

Lemons are yellow. • Cherries grow on pretty trees. 

Rice is brought from China. He does not like to play ball. 

Washington's Birthday is a holiday. There are two boxes on the table. 

6. Write in a sentence the date of your last birthday. Write in a 
sentence the date of to-day; of to-morrow. 

Write a complete sentence about each of these events using the dates in 

the second column: 

Washington's Birthday February 22, 1906 

Independence Day July 4, 1776 

Christmas • December 25, 1907 

New Year's Day January 1, 190S 

Admission Day September 9, 1907 

7. ]\Iake a list of ten contractions. Write sentences containing each. 

TEACH, TAUGHT, TEACHING. 

1. ''How many have pets at home? What pets have you? Do they 
know how to do any tricks? Who taught them? How did you do it?" 
Have this preliminary talk with the children, keeping their attention, not 
so much on the tricks as on the teaching of them. Then have them give 
sentences telling what tricks they have taught, what their older brother has 
taught, what their father has taught, what any one is teaching now. Write 
the following sentences on the board, underline the word taught, and have 
the children copy them : 

I taught my dog to carry the paper. INIy brother taught his dog to bark at 

I taught my dog to speak for meat. tramps. 

I taught my cat not to bite me. My sister taught her cat to wear ribbon 

I taught my bird to eat from my hand. on her neck. 

Mama taught the cat to stay outside. My brother taught the bird to answer 

Papa taught the dog to bring back the when he said "Sweet." 
ducks when he went shooting. 

(48) 



2. Have them tell what they have taught the baby at home to do; what 
papa has taught them ; what mama has taught them. 

Who teaches you arithmetic: geography? Who teaches you iu Suuday-school? Who 
taught you to row a boat; to swim? Who teaches the boys to be soldiers? Who 
teaches the boys on the training ship? 

Who teaches the animals at tlie circus? What do they teach them? How do they 
teach them? 

Who teaches the baby rabbits to run from danger? Who teaches the kittens to catch 
mice? Who teaches the baby birds to fly? Do you know of any other animal that 
teaches her young? What does she teach them? How does she do it? 

Do you play school? Who is the teacher? What does she teach you? 

Does any one help you with your lessons nights at home? Who teaches you? 

3. Have them write on the board sentences from exercise 2. Have each 
child read his sentences aloud. Copy ten of the best on the board, give the 
class time to study, then dictate them ; as, 

The lady is teaching me at Sunday- He taught the seal to sit at the table. 

school. The mama bird taught the little birds 

Miss Smith teaches us geography. how to fly. 

The captain teaches the soldiers how When we play school, I am the teacher. 

to march. I teach the children how to spell. 

The man taught the elephant to play My sister teaches me at home nights. 

the drum. Mama is teaching me to sew. 

4. Have them write three sentences, telling what they could teacli a horse 
to do ; three, telling M^hat they could teach a dog to do ; three, telling what 
their teacher teaches them every day. 

5. Write three sentences with the word teach; three with taught: three 
with teaching. Have these sentences read aloud, ten of the best put on the 
board, studied and dictated. 

6. Tell them the story of the tortoise that wanted the eagle to teach him 
to fly (^sop's Fables). 

An excellent story is "Megaleep, the Wanderer," by Wm. J. Long, in 
Wilderness Ways, pages 10-21 — an account of a caribou school and how 
the little ones are taught. The story of "Raggylug," by Ernest Thompson- 
Seton, also has many interesting accounts of what a raliliit must be taught. 



HOW TO WRITE THE TIME OF DAY. 

1. The children are usually interested in this subject, if the teacher 
simply states at the beginning of the lesson that she will show them how 
to write the time of day. "Tell me in a sentence what time it is now." 
"It is half past ten," the child replies. The teacher then says, "We usualh^ 
write that this way," then she writes on the board: 

It is now 10.30. 

Say to the class : In order to tell whether I mean ten-thirty at night or 
ten-thirty in the morning, I must put two letters after the number. This 
is the way the sentence should read : 

It is now 10.30 a. m. 

4— NS (49) 



The children may be told that these letters are abbreviations of two Latin 
words meaning before noon. As they are abbreviations they must be 
followed by periods. A. M. (capitals) means Master of Arts; P. M. (capi- 
tals) means Postmaster, so it is better to write both a. m. and p. m. with 
small letters. A period between the hour and minutes is now considered 
better form than a colon. 

Have the children give various sentences in answer to such questions as : 
"At what time does school begin?" "School begins at nine o'clock." 
(When o'clock follows it is better to write out the nine, although it is not 
incorrect the other way.) "School begins at 9 a. m." In the same way 
get such sentences as: 

School closes at 3.15 p. m. The boat leaves at 5.15 p. m. 

Church service begins at eleven o'clock. I get up in the morning at seven o'clock. 

Church service begins at 11 a. m. I get up at 7.30 a. m. 

I reach home at 3.30 p. m. I go to bed at 8.30 p. m. 

2. Show the children how to write the sentence if the date comes before 
the time; as, 

The boat leaves January 3, 1907, at 8.30 p. m. 

Or, if the year is omitted, 

The boat leaves January 3cl at 8.30 p. m. 

Then if the day of the week is used, it comes first in order, and the sentence 
is written this way: 

The boat leaves Wednesday, January 3d, at 6.30 p. m. 

3. Sentences for copy, study, and dictation : 

Is 10.30 a. m. too late to go? 

We missed the 5.30 train. 

I came to school at 8.30 a. m. 

The two boys came at nine o'clock this morning. 

The pai-ade will pass at 9.30. 

I shall leave for my vacation Friday, June 14, 1906, on the 5.80 p. m. train. 

The boat will leave at 6.30 a. m. Wednesday. 

Is 2.30 p. m. too late to go? 

Do you go to bed at 8.30 p. m. every night? 

Nine o'clock is too late to go. 

4. Use the following in sentences : 



12.30 p. 


m. 


nine o'clock 


6.30 a. m. 


1.30 p. m, 


8 a. m. 




twelve o'clock 


11 a. m. 


10.30 p. m, 



5. Write the following as they are usually written in sentences : 

Twenty-five minutes after five. Twelve o'clock. 

Fifteen minutes before nine. Three in the afternoon. 

Ten o'clock. Half past ten in the morninj 



(50) 



Devices for Review. 

1. Sentences for copy, study, and dictation : 

I come to school every Monday at 8.30 a. m. 

Do you go to Sunday-school? 

The children will march in the parade Fourth of July. 

The parade will start at nine o'clock. 

We shall go on the 2 p. m. train. 

Dr. Smith will not leave until Wednesday, February 3d, at 8.20 p. m. 

The children will meet Saturday at 9.30 a. m. 

Miss Brown went at three o'clock. 

May I go to the Christmas tree to-morrow? 

The boy had two books New Year's Day. 

School will close for the vacation Friday, June 14, 1907. 

Admission Day is a holiday. 

2. Write a sentence telling on what day and what time of day Mrs. Jones 
will go to Oakland. 

Write a sentence containing the name of a holiday and a month of the 
year. 

Write a sentence telling what time in the morning Mr. Jones goes to 
work. 

Tell what holiday comes next and in what month it comes. 

On what holiday do we decorate the soldiers' graves? 

Tell in one sentence the name of the city j'ou live in, and the state. 

Tell in one sentence the city and state in which yon were born, and 
the date. 

Write a question containing the time of day. 

Write a question containing a date. 

SIT, SAT, SITTING. 

1. Say to the class: "Five children sit in the first row. How many sit in 
the second? in the third? Who sits behind you? in front of you? at your 
right? at your left? Where do you sit in church? Where do you like 
best to sit in school? in the theater? Who sits next you at the table? 
Where does the baby sit ? " 

Write the answers to these questions on the board and have tliem read 
aloud and copied. 

2. Write these directions on the board, have them read, the acts per- 
formed, and then have told what was done : 

Sit in the third seat of the first row. Sit in the chair in the northeast corner. 

Sit in the chair on the east side of the Sit on the box by the stove. 

room. Sit in the chair under the clock. 

Sit in the chair by the north window. Sit in the chair at the end of my desk. 
Sit on the longest bench in the room. 

3. Plave these read aloud and copied : 

I sat in the third seat of the first row. She sat on the box by the stove. 

I sat in the chair on the east side of Mama sat by me in church. 

the room. Baby sat on mama's lap. 

Tom sat in the chair by the north The girls sat together to-day. 

window. I like to sit in the back seat. 

He sat on the longest bench in the Tom likes to sit with me. 

room. 

(51) 



The Owl and the Grasshopper. 

One afternoon an owl sat up in a tree trying to go to sleep. A grass- 
hopper sat under the tree singing. "Please do not sing," said the owl. "I 
wish to sleep." "Day is not the time to sleep," replied the grasshopper. 
"Night is the time to sleep." "That is so," said the owl. "Come up and 
sit by me and we will have a feast. ' ' The silly grasshopper jumped up in 
the tree to sit by the owl, and the owl ate him up. 



LIE, LIES, LAY. 

Purpose and Method. — The purpose here is to establish a feeling in the 
child so that he may, without conscious thought, associate the word lie and 
its past tense lay with the act of reclining. He may be told to use lie when 
it means to recline, but it is doubtful if he associates the act with the word. 

The method is the same as with the other verbs — the conditions are 
given, the word is associated with it, and then by repetition the habit is 
formed. 

1. Have pictures of various animals lying down to rest, or going to sleep 
for the winter. Say to the children : ' ' Have you ever seen a dog lie down 
to rest? Tell me how he does it. How does a cat lie down?" Look at 
these pictures and tell me how each animal lies to rest." The best sen- 
tences given should be read aloud and copied by the children ; as, 



The horse lies on his side with his head 

stretched out. 
Sometimes the cat lies with her feet 

folded under her. 
Sometimes she lies on her side with her 

head between her paws. 
The cow kneels down on her front feet 

before she lies down. 
The pig lies down in the shade to sleep. 

2. Dictate the following sentences: 

I lie on the grass to rest. 
Mother lies on the couch to rest. 
The Romans used to lie down to eat. 
The baby lies in his cradle to sleep. 



The cat likes to lie in the sunshine to 

sleep. 
The dog lies on his side with his head 

on the ground. 
The polar bear lies on the ice to sleep. 
The elephant does not lie down to 

sleep. 
The chipmunk lies rolled up in a little 

round ball. 



The horse lies in the shade. 

My coat lies on the seat during the 

day. 
My hat lies on the table while I work. 



3. Have the children recall what was talked about the first day; then 
say, "Tell me where the horse lay while he slept; the cat; the cow; the 
chipmunk; the pig; the dog; the polar bear." 

Write these sentences on the board and have the class read aloud and 
copy : 



The horse lay on his side to sleep. 
The cat lay with her paws folded. 
The cow lay asleep in the shade of 
the tree. 



The chipmunk lay last winter rolled up in 

a ball. 
The cat lay asleep on the branch of a tree. 
The polar bear lay on the ice to sleep. 



4. Have the children change the sentences of exercise 2 so that they 
Avill refer to yesterday. 

(52) 



5. Have the children answer the following questions, if they are familiar 
with the stories : 

What did Goldilocks do when she went upstairs in the bear's house? 

What did the rabbit do while the turtle was walking along? 

What was the lion doing when he put his paw on the mouse? 

What was the dog doing in the manger? 

What was the wolf doing when Red Riding Hood got to her grandma's? 

What did Molly Cottontail tell Rag to do while she was away? 

6. Say to the class, "When mama wishes bab}^ to stop playing and go to 
sleep, she says, 'Lie down now and go to sleep.' If the baby gets np and 
then lies down, mama says, ' Lie still, baby. ' Tell me what you say to your 
dog when you wish him to lie down; when you wish him to lie quietly. 
What did the man at the circus say to the elephant when he made him lie 
down? What does mama say when she does not wish baby to lie on the 
wet ground, or on the floor ? ' ' 

Write these sentences on the board, have the class read them aloud, and 
then copy them: 

Lie down, baby, and go to sleep. The man said to the elephant, "Lie down." 

Lie down, Rover, and play dead. Do not lie on the wet ground. 

Lie still on the bed. Do not lie on the floor. 

7. Dictate these sentences : 

I like to lie on the grass in the shade. Lie down. Rover, and play dead. 

Mama lay down yesterday to rest. Do not lie on the wet ground. 

Baby lay in his cradle asleep when I The dog was lying in the manger. 

got home yesterday. Lie quietly while you sleep. 

My hat lay on the desk. I lay on the grass at the park watching 
The wolf was lying in grandma's bed. the boys play ball. 

8. Have the children make two sentences containing lie, lay, lyi)ig. 

9. Tell that part of the story about "The Three Bears" where Goldilocks 
was upstairs and where the three bears came home and what they said 
upstairs. Have the children reproduce it orally, then in writing. Follow 
by correction of errors. 

The Dog in the Manger. 

Once a dog was lying in a manger full of hay. A hungry ox came to eat 
the hay. The dog got up and snarled at him. "Well," said the ox, "you 
can not eat the hay yourself, and you will not let any one else eat it." 

The Travelers and the Bear. 

Two men were walking through a forest. They agreed to help each other 
if any wild animals came. Soon a big bear rushed out at them. One man 
was light and nimble. He forgot his promise, and ran as fast as he could 
to a tree. The other man could not run fast. He lay down flat on his face 
and held his breath. The bear came up and smelled of hiin, but took him 
for dead, and ran off to the wood. The man in the tree came down. He 
said, "What did the bear tell you as you lay on the ground?" "He told 
me," said the other one, "never to trust you again." 

(53) 



Bruce and the Spider. 

Once there was a brave Scotch king named Bruce. He led the army in a 
great battle against the English. The Scotch fought hard, but they were 
beaten. Bruce had to run away and hide in out-of-the-way places. Once 
he hid in a cave. As he lay there he was sad. He was afraid he could not 
make the Scotch people free. Soon he saw a spider at work. The spider 
had spun a long thread, and was trying to swing by it from one part of 
the rock to another. It tried again and again. Bruce lay there and 
watched it. He counted how many times it tried. It was just six times. 
That was just as many times as Bruce had failed in battle. He wondered 
if the spider would try again. He said to himself, "If the spider does try 
and reaches the rock, then I will try again to set my country free." The 
spider did try again. This time it reached the rock, where it wanted to go. 
So Bruce kept his word, and tried once more. His men all came to him 
again, and he was master of the land. 

QUOTATIONS. 

Purpose xVNd Method. — The correct use of quotations is acquired by a 
slow process. Quotations may be divided into several type forms, and each 
one of these types mastered before the next one is taken. The second and 
third forms are more easily mastered than the first, and the last ones easiest 
of all. The children have acquired the habit of putting in the marks by 
this time, so when they have learned the type, they do not forget to put in 
the marks. The method is that of imitation, not explanation. There is 
much repetition, with the teacher reminding the pupils at first, and after- 
wards leaving them to themselves. It is easy to teach them to use the 
marks so that no errors will be made in dictation, but the use in composition 
is much more difficult. The children get it first by having their attention 
called to the quotations beforehand, by having them w^ritten on the board 
in answer to questions, and by asking them to read over their papers to see 
if they have omitted any quotations. They are helped by putting a mark 
in the margin and handing the paper back to have the sentence containing 
the quotation recopied and others made up like it. 

The types are : 

1. (a) John said, "I am going liome." 

(h) John aslied, "May I play with Tom?" 

2. (a) "I am going home," said John. 

(h) "May I play with Tom?" asked John. 

3. (a) John said to me, "I am ten years old." 
(b) John asked me, "Where are you going?" 

4. (a) "The boy," said John, "is not to blame." 
(b) "Are you," asked John, "to leave school?' 

5. The boy said, "It is a fine day. I will go fishing." 

6. The boy asked, "Will you go fishing? It is a fine day." 

1. Ask one of the children for a sentence about his dog. Write it on the 
board, punctuating it properly. Then ask what else must be put on the 

(54) 



board so that anybody who didn't hear John say it would know he said it. 
The answer will be, "John said." Put this before the sentence, and put in 
the comma and quotation marks, calling attention to the marks before and 
after the quotation. After writing three or four sentences in this way, 
have different children come up and put in the marks, until there are teu 
sentences. Have these copied: 

John said, "My dog is black." Allen said, "My dog jumps rope." 

Mary said, "I like to write well." Willie said, "There is a picture on the 
Hazel said, "I fed the silkworms this wall." 

morning." May said, "I have a new dress." 

Joe said, "I am going to the beach to- Rose said, "The frog ate a worm." 

morrow." Jack said, "There are two frogs in the 
The teacher said, "I like good children." cage." 

2. Write on the board and punctuate: 

The girl said, "The day is very warm." 

Have the children make similar sentences ; write and punctuate the first 
two, then have the children finish the remainder. Copy : 

I said, "I will write for you." 

The boy said, "It was late when I reached home." 

The man said, "My house is very large." 

The boy said, "I rowed the boat across the water." 

Amy said, "I am glad you had a good time." 

The little girl said, "My bird can sing." 

Mama said, "Come home to lunch." 

The boy said, "I can swim." 

3. Have the children copj^ from their readers sentences having questions 
in them. 

4. Say to the class, "This morning I went to the bakery to buy some 
bread. Let us write down what I said to the baker and what he said to me. 
What shall we write?" 

I said, "Good morning." The baker said, "Good morning." I said, "I wish to buy a 
loaf of bread." The baker said, "My bread isn't ready yet." I said, "I am sorry." 
The baker said, "I hope my bread will be ready to-morrow morning." 

The children tell where the marks should be placed as each sentence is 
written, then have them copy it on paper. Care must be taken that no 
words creep in after said, as "to me," or "to the baker," and that there 
are no questions. 

5. Send the children to the board and dictate quotations of this tj^pe. 
When any mistakes are made correct them at once. Then dictate the same 
quotations at their seats. 

6. Have the children make up ten quotations of their own — -two telling 
what mama said, two what baby said, two what the teacher said, two what 
John said, two what the boys on the playground said. 

7. Nearly all the children should now be able to copy correctly and write 
from dictation, but some of them are careless. They know where to put 
the marks when their attention is called to it, but they often forget them. 

(55) 



As a cure for carelessness, put the following sentences on the board, asking 

them to rewrite, putting in the quotation marks and the comma before the 

quotation : 

The boy said Come home. The old man said I am very hungry. 

The little girl said It is warm to-day. The blind man said Please show me 
John said I am going home. the way. 

Mary said I like peaches. The turtle said Let us run a race. 

Willie said The clock has stopped. May said I have a pretty doll. 

Mama said It will rain to-day. The man said There is no wolf. 

Papa said Be a good boy. The boy said He will come again. 

The teacher said Write your very best. The lady said You are very kind. 

8. Ask these questions, have the answers written on the board, then 

dictate them : 

What did the tortoise say to the hare? 

What did the mother bear say about her mush? the father bear? the baby bear? 

What did the ant say when the grasshopper asked for food? 

What did the fox say when he wanted the crow's cheese? 

What did the men say when they found no wolf? 

What did the dog say when he saw his shadow in the water? 

9. Tell this story and have it reproduced, first having the quotations 

written on the board: 

Jennie was a little girl. Her papa was verj' rich. She lived in a big house and had a 
very pretty garden. One day she was playing with her ball. It rolled to the fence and 
she ran after it. Outside she saw two poor little girls. Jennie said, "Please come in 
and play with me." The little girls said, "We will ask our mother." The girls' mother 
said, "Yes." The girls went in and played ball until they were tired. Then Jennie said. 
"Let us sit down under the tree to rest." She brought out some bread and butter, and 
some candy and nuts for them to eat. Then the little girls went home. They said, 
"Thank you, Jennie." Jennie said to her mama, "They were very nice little girls." 

The following are good stories for reproduction for the use of quotations. 
Be certain to use only the one type of quotation: 

"The Tortoise and the Hare." 

JEsop : Fables. 

Scudder: Fables and Folk Stories. 

"Ward: Third Reader. 

Boston collection of Kindergarten Stories. 

"The Hawk and the Nightingale," JEsop's Fables, published by the 
Educational Publishing Company, Young Folks' Library of Choice Litera- 
ture. This story will not do as printed, but can be made over as follows : 

A little nightingale sat singing in a tree. An old hawk saw her. The hawk said. "I 
will eat her for my supper." So he swooped down upon the little nightingale and seized 
her in his claws. The nightingale said, "Please let me go." But the hawk was hungry 
and would not do it. The nightingale said, "I am such a little bird." But the hawk 
would not let her go. The nightingale said, "Eat some other bird instead." The hawk 
said, "I think you will do very well to begin my feast on." 

In the same way may be rewritten the stories of "The Fox and the 
Crab, " " The Dog and his Shadow, " " The Cat and the Birds. ' ' They are 
found in the same book as the story of "The Hawk and the Nightingale." 

Following this series take up the same type in the question form. (It is 
not well to take this up until after the children have had the series on 
"Questions.") 

(56) 



1. Take a ball in your hand and put j^our hand behind your back. Then 
say, "You may guess what it is. I will answer any question with yes 
or no. ' ' 

Write their questions on the board, putting the question mark after each 
in colored chalk. 

Is it made of wood? Is it candy? Is it round? Is it a ball? 

Then ask, ' ' Who asked this question 1 ' ' John replied, ' ' I did, ' ' so write 
before his question JoJin asked, putting in the proper marks. In the same 
way write before each question the name of the person who asked it, and 
put in the proper marks. Have the children copy ten of the sentences. 

2. Copy the following : 

John asked, "Did the birds fly away?" John asked, "Where is my top?"' 

The man asked, "Will you work for me?" I asked, "Do you know your lesson?" 

The boy asked, "Am I too late?" The teacher asked, "Are you ready?" 

Mary asked, "Will you go with me?" We asked. "Is it raining?" 

The girl asked, "Are you going now?" She asked, "Did the tree fall?" 

3. Make up ten quotations like this : 

John asked, "Will you sell your top?" 

4. Dictate the quotations copied in another lesson. 

5. Hunt quotations with questions in your reader. 

The same device may be used as in teaching the first form, if the children 
are careless about their punctuation. The story of ' ' The Little Red Hen ' ' 
is an excellent one to copy, leaving out periods and quotation marks. The 
children copy, filling in, or better still add them to a hectographed page. 

6. The same conversational device may be used, adding the question ; as, 

One day I went to a jewelry store to buy a watch. I said, "I wish to buy a watch." 
The jeweler asked, "What kind of a watch do you wish?" etc. 

In the same way the children may write with the teacher a conversation 
between (1) A boy and a jeweler. The boy goes to the store to buy a watch. 
(2) A boy who wishes to play with another boy, and his mother who wishes 
him to do his work at home. (3) A conversation between two boys who 
are out fishing. (4) An imaginary conversation between two books that 
have been badly treated. (5) The same between a pretty new doll and an 
old one. (6) Two boys who wish to trade knives or tops or marbles. 

The following stories are good to use for reproduction. It is a good idea 
to have the quotations written upon the board first in answer to your 
questions. Then let the children see how many they can bring into their 
reproduction. Be certain to keep to the type in use. The stories must be 
told in the type form: John said, ''I am going Jtonie," and JoJtn asked, 
''Are you going liomef" 

"The Ant and the Grasshopper." 

Scudder : Fables and Folk Stories, pp. 105-106. 
Lane : Stories for Children, pp. 44-45. 
The Morse Reader II, pp. 55-56. 

(57) 



"The Fox and the Goat." 

Scudder: Fables and Folk Stories, p. 58. 
Baldwin : Second Reader, pp. 13-14. 
Ward: Third Reader, p. 30. 

"Belling the Cat." 

Scudder : Fables and Folk Stories, p. 78. 

"The Frog and the Ox." 

Scudder : Fables and Folk Stories, p. 78. 

"The Arab and His Camel." 

Baldwin : Fairy Stories and Fables, p. 108. 

7. As soon as the children are fairly proficient in writing from dictation 
quotations after said and asJfed, various words, such as replied, answered, 
called, and cried, may be used. 

Write on the board the sentence, Mama said, ' ' Come home. ' ' Say to the 

class, "If you were far away and mama wished you to come home, what 

must she do?" If the answer, "shouted," or "screamed," is given, 

"called" may be substituted, and the sentence written: Mama called, 

' ' Come home. ' ' In the same way get : 

The boy screamed, "Oh, it hurts me." My baby says, "Mama, papa." 

The boy called, "Nero, come here." She whispered, "I am going to Oakland 

The boy thought, "My dog is prettier." after school." 

Have these sentences copied. The next day put this list on the board in 

a vertical line, and have the children give the sentences, while the teacher 

writes them on the board. Then have the sentences studied. Later dictate 

them. 

said replied cried 

inquired answered called 

asked whispered shouted 

Stories. 

The Canary and the Hawk. 

A canary sat singing in a tree. An old hawk saw her. The hawk said, 
"I will eat you." The hawk caught the bird in his claws. 

' ' Let me go ! " said the little canary. 

' ' I want to eat you, ' ' said the hawk. 

"I am such a little bird," said the canar3^ 

The hawk said, "I do not see any larger birds now, so I will eat you 
first." 

The Grasshopper and the Ant. 

One summer an ant made her nest and put some food into it. 

In winter a grasshopper came to the ant and said, "Give me something 
to eat." 

The ant asked her, ' ' What did you do in summer ? ' ' 

' ' I jumped and sang, ' ' said the grasshopper. 

"Then you may jump and sing all winter," the ant said. 

The Rabbit and the Turtle. 
One day a rabbit met a turtle. ' ' Let us run a race, ' ' said the rabbit. So 
they ran. The turtle crawled on slowly. The rabbit played in the grass. 

(58) 



Then she ran as fast as she could. She caught up with the turtle. She 
lay down under a tree and went to sleep. The turtle crawled on and came 
to the oak tree. Soon the rabbit woke up. She ran again as fast as she 
could. She came to the tree and saw the turtle there. "I did not know 
that you could crawl so fast," said the rabbit. 

The Wolf and the Fox. 

Once a wolf caught a fox. The wolf said, "Get me something to eat." 
The fox said, ' ' Come with me. ' ' So they went on together. They came to 
two ducks. The fox took one. He gave it to the wolf. Then the fox ran 
away from the wolf. 

The wolf ate the duck. He wanted the other duck. He went after it. 
He made so much noise that a man saw him. The man hit the wolf with 
a stick. The wolf ran awa}^ too. He did not get the duck. 

The wolf caught the fox again. He said, ' ' Get me something to eat or I 
will eat 3'ou. ' ' The fox said, ' ' Come with me. ' ' He took the wolf to a barn. 
There was a little hole in the door. They crawled in and found a fat pig. 
The w^olf began to eat. The fox ate some, too. The fox went to the hole. 
He could still get out. The wolf kept on eating. A man heard a noise in 
the barn and went in. Then the fox crawled out at the hole and ran away. 
The wolf tried to crawl out, too, but he could not. He had eaten too much. 
The man killed the wolf. Then the fox was happy. 

Review. 

1. Have the children copy from the board the names of the months, the 
holidays, and the days of the week. 

2. Have the children make sentences containing each of the above. 

3. Fill in the blanks : 

To-morrow will be . To-day is . 



Christmas comes in the month Yesterday was . 

of . Next month will be 

My birthday comes in the mouth We do not come to school 

of : and -. 

I went to church last . Last mouth was . 



4. Fill in the blanks with dates or names of holiday's: 

Next Independence Day is . February ■ will be Washington's 

The date to-day is . Birthday. 

I will be ten years old . My watch was given to me Christmas 

Day is September . . 

All the people remember Wednesday comes May 30, 1907. 

morning, April . Did you see the parade ? 

Did you have a pleasant time ? 

5. Write a quotation containing the name of the third day of the week. 
Write a quotation containing the name of a day of the week and a date. 
Write a quotation containing the name of a month of the year and a date. 
Write a question asking for the date of your mother's birthday. Write a 
quotation containing the name of a holiday and a date. 

(59) 



6. Dictate: 

Mary said, "My cat caught a mouse." 

The boy said, "He taught my dog to jump through a hoop." 

John replied, "I lent him my book last week." 

Washington said, "He went through the battle bravely." 

"My birthday is in October," said Mary. 

He asked, "In what month is Thanksgiving?" 

"Thanksgiving comes in November," replied the teacher. 

"Wednesday will be a holiday," said they. 

Past Tense of Verhs. Capitals. Quotatioyis. Too. 

7. Dictate: 

They saw their cousin in Sacramento. "It taught me a good lesson," said 

They waited too long in Oakland. John. 

John said, "The man built a new house "He won the race by three feet," replied 

in San Francisco." Ned. 

The work was done too long ago. "Did she make her story too long?" 

The boy asked, "Have you a cousin asked Alice. 

living on California Street?" "She borrowed my knife in February," 

I think Mary was too polite to go. said he. 

8. Write five sentences containing the names of places. Write three 
sentences beginning with a quotation. Write two sentences containing 
quotations that ask questions. Write the names of the months. Write the 
names of the days of the week. 

9. The following sentences contain the forms taught so far in the Third 
Grade. They may be placed on the board a few at a time for copy and 
study, and then dictated to the class : 

1. Mi*s. Jones said, "Come home early." 

2. The two boys were not here to-day. 

3. Admission Day and Labor Day come in September. 

4. January is the first month of the year. 

5. Mr. and Mrs. Jones brought my sister a beautiful watch. 

6. Did you see the parade last Fourth of July? 

7. The Christmas exercises will be held at the church, December 25, 1907. 

8. Mr. Brown said. "There are too many people here." 

9. John said, "I lent my knife Wednesday, February 3, 190G." 

10. Mrs. Jones said, "Bring some flowers for Decoration Day." 

11. Did your two brothers have a good time last Thursday? 

12. John walked too far into the woods May Day. 

13. Dr. Smith had to be called the day after Thanksgiving. 

14. .June 3, 1908 is the date set for the picnic. 

15. The meeting will be held Tuesday, August 4, 1907. 

IG. December, January, and February are the winter months. 

17. March, April, and May are the spring months. 

18. June, July, and August are the summer months. 

19. September, October, and November are the autumn months. 

20. They spoke too slowly. 

21. Mrs. Brown said, "The baby fell down yesterday." 

22. It began to rain Friday at four o'clock. 

23. He threw the ball to his sister. 

24. Miss Smith said, "The boys played too long at recess." 

25. Dr. Jones said. "The boys swam in the lake yesterday and took a hard cold." 

26. Mama said, "We shall take the ten o'clock boat for Oakland." 

27. The circus parade will go up Market Street. 

28. Miss Jones lives on California Street. 

29. They should not walk too far up Jackson Street. 

(60) 



11. 


Follow 


this 


model, 
Model: 




learned 




won 




drew 




fell 



Past Tense of Verbs. Capitals. Quotations. Too. Contractions. 

Special verb ''Teach." 

10. Tell whether the italicized words are present or past. If they are 

present, change them to past. 

The weaver sits at his loom. He teaches his dog many tricks. 

The men stood firm while the battle She driiils milk for breakfast. 

raged. He takes his sister with him on a I'ide. 

The summer comes and goes. The children think carefully before they 
The men begin their work. write. 

I read in the Second Reader. 

using the following verbs : 

I sang. We sang. 

You sang. You sang. 

He sang. They sang. 

thought went said 

did saw took 

12. Change to the contracted form : 

He is not in town to-day. Frogs can not live without water. 

She could not do her work. The top has not any string. 

The farm did not pay. The cover will not stay down. 

They are not going with us. The trees have not any leaves. 

13. Write two sentences telling what you taught your dog. Write two 
Sentences telling what games the boys taught you. Write two sentences 
telling what the circus-man taught the horses to do. 

14. Put on the board the past tense of the verbs under "Third Time 
Over." Have the children select the verbs that would apply to a dog and 
finish the sentence; as, "A dog saw a eat," "A dog ran after the cat," etc. 
This device may be varied by having the sentences written about a girl, a 
boy, a bird, etc. 

15. Dictate : 

He asked, "Didn't you go to Los Angeles?" 

"I went to Berkeley," said I. 

"We shall sing our Christmas song," said the teacher. 

"We will not sing it too loudly," said the children. 

"Wednesday is our day for house-cleaning," said the woman. 

She sold her berries for twenty cents. 

"They haven't cried all day," said the little care-taker. 

"Couldn't you buy just one?" she cried. 

THERE WERE-THERE ARE. (Third Time Over.) 

1. Have them copy : 

On the trees in summer time there were many leaves. 

On the street, as I went down town, there were many horses. 

At the Presidio there are many soldiers. 

On the Seal Rocks there are many seals. 

On the beach, on a warm Sunday, there are many people. 

At the end of the table there are two chairs. 

In my house there are two babies. 

Down at the Ferry Building there are many ferry-boats. 

Once upon a time there were three bears. 

Last week there were some elephants at the park. 

(61) 



2. Dictate the sentences of exercise 1. 

3. Have them write the first sentence of the following stories. Do not 
begin all with there: ''The Three Bears," "Three Little Pigs," "Snow 
White and Rose Red," "The Two Brass Kettles," "The Frogs that Wanted 
a King." 

4. Hav^ the children select one word or expression from each column and 
make as many good sentences as they can : 

Once upon a time \ / two little boys. 

Last year I I many apples. 

When I was a little girl / there are \ songs. 

This morning \ / two examples. 

Every day [ there were J two girls. 

Yesterday i / some houses. 

After school f 1 two roses. 

5. Look at the pictures in "English Lessons, Book One." Write sen- 
tences about these pictures using there are; as, "There are two boys fishing 
from a boat" (p. Ill), "There are two children riding in a dog-cart" 
(p. 103). 

6. Tell them the story of "The Town Mouse and the Country Mouse" 
(Blaisdell: "Child Life, Second Reader," pages 74-77; Thompson: 
"Nature in Myth and Story," pages 44-46; Scudder: "Fables and Folk 
Stories," pages 84-85), putting in the phrase there were as many times as 
possible. The children may reproduce it. 



THERE WAS— THERE IS. (Third Time Over.) 

The children very often make mistakes in this idiom if the sentence 
begins in some other way than with there. This "time over" should fix 
the form so that the final step, its use in composition where the attention 
is on the subject-matter, can be taken. This comes late enough so the 
sentences need not be acted out — that is to say, the setting may be made 
by the imagination of the child. 

1. "You may tell what there was on the table last night." I will change 
that sentence for you and write it on the board. Write: "On the table last 
night there was a beautiful rose. ' ' Have them make up sentences beginning 
with: in the stove; under the chair; last week; yesterday; once upon a time; 
a long time ago; in the woods; out hy a high tree; in the meadow. Write 
these sentences on the board, the children copying them : 

On the table last night there was a Once upon a time there was a famine 

beautiful rose. in the land. 

In the stove there was a fire. A long time ago there was a good fairy 

Under the chair there was a sleeping living in a forest. 

cat. In the woods there was a little squirrel. 

Last week there was a picnic at the Out by a high tree there was a silent 

beach. horseman. 

Yesterday there was a parade on Market In the meadow there was an ant'? 

Street. nest. 

2. Dictate the sentences of exercise 1. 

(62) 



3. Repeat exercise 5 of the last series. 

4. Ask the children to write the first sentence of the following stories, 
beginning with some other word than there, but having the phrase there was 
in each sentence : ' ' The Dog and his Shadow, " " The Thirsty Crow, " " The 
Fox and the Grapes, " ' ' The Lion and the Mouse, " " The Discontented Pine 
Tree, " " The Fox and the Stork, " " The Dog in the Manger. ' '' ( See First 
Grade.) 

5. Have a game of riddles. Begin: "In a green house there is a white 
house. In the white house there is a red house. In the red house there 
are many little red and white people. What is the house?" Answer — A 
watermelon. 

Then give another : ' ' On a hill there was a house. In the house there was 
a room. In the room there was a closet. In the closet there was a dress. 
In the dress there was a pocket. In the pocket there was a purse. In the 
purse there was some money. This money had an Indian's head on it. 
How much was in the purse?" Answer — One cent. 

The children should then make up and write their own. They will enjoy 
this very much. 

6. Tell the following story : 

Once there was a little girl walking in the streets of a large city. She had no hat on 
her head, and her feet were bare. There was snow on the ground. It was fast growing 
dark. The little girl's mother was sick, so she had to go out to sell matches for a living. 

No one had bought her matches this daj'. She was very hungry and had no money 
in her purse. 

Now and then she stopped to look at the store windows. There was a light there. 
There was the smell of good things to eat. 

Soon she grew so cold that she sat down in a doorway. She lighted a match. She 
thought she was sitting before a fireplace. She put out her feet to warm them. Then 
the light went out. She lighted another match. She thought she saw a beautiful room. 
There was a big fire burning in the fireplace. Standing on the table there was a beautiful 
fern. There was a pretty bird in a golden cage. 

In that room, too, there was a table covered with a snow-white cloth. A big goose, 
stuffed with apples and plums, was at one end of the table. Then her match went out. 
She lighted another match. 

This time she saw a beautiful Christmas tree. The tree was covered with many 
bright lights and pretty toys. The little girl put out her hand to take them. Then her 
match went out. 

She. lighted another match. In the clear bright light her grandmother stood before 
her. "Grandmother, take me with you," cried th« little girl. In the morning they 
found her dead. 

Review. 

The Wise Pig. 

There were two fields in the country. There was just a fence between 
them. One field was covered with trees. There were acorns and nuts on 
the ground. In this field there were many pigs. Corn grew in the other 
field. Now pigs like corn best of all. There was one pig who wanted the 
corn. He walked along the fence. He found a hollow log. One end was 
in his field and one end was in the corn field.' The pig crawled through 
and had a fine time eating the corn. The farmer came next day and put 

(G3) 



him out. He could not see how the pig got into the field. The next day 
the pig was in the corn again. The farmer looked out and there was the 
pig in the corn. This time the farmer walked all around the field. He 
found the log and turned it around. Now both ends were in the acorn field. 
The pig went through the log. He looked around and found himself still 
in the acorn field. He crawled through again. He came out in the same 
field. He tried it again and again. At last he gave up and ran away. 

Why the Sea is Salt. — Part I. 

Once there were two brothers. One was rich and the other poor. It was 
nearly Christmas. The poor man had nothing in the house for a Christmas 
dinner, so he went to his brother and asked for a small gift. 

The rich man was too surly even to answer his brother politely. He took 
down a fine ham and threw it at his brother. He said, ' ' Go home and don 't 
let me see your face again." The poor man thanked him, put the ham 
under his arm, and went away. On his way home he had to pass through 
a great forest. In the middle of the forest he saw an old man with a long 
white beard. He was cutting down trees. "Good evening," said the poor 
man. The old man looked at him. ' ' That is a fine ham you are carrying, ' ' 
said he. "If you take it to the land of the dwarfs you may make a good 
bargain with it. Don't sell it for money. Take only the 'old hand-mill' 
which stands behind the door." The poor man did as he was told. The 
dwarfs liked the smell of the ham. They swarmed around him in great 
numbers. They didn't wish to give up the old mill, so the poor man was 
about to go. "Let him have the old mill," said one. So the man took his 
mill and went home. 

"Where in the world have you been?" asked his wife. "Wait and see 
\vhat will happen, ' ' said the poor man. He put the mill down on the table 
and began to grind. Out came wax candles first, for the room was too dark 
to see well. Then came a fire on the hearth, and a porridge-pot boiling 
over. They ground out everything that would make them warm and 
comfortable that cold December day. They ground out presents, too, for 
Christmas, and a good Christmas dinner. 

Ansiver in complete sentences: 

Once there were what? It was what time of year? Tell two things the rich brother 
did. AVhat did he say? What did the poor brother do? Tell what he saw in tho forest. 
The old man said what? What did the dwarfs not wish to do? One of them finally said 
what? His wife asked what? What came out first? Why? What else did they 
grind out? 

Why the Sea is Salt. — Part II. 

When the people went by the house to church, they were astonished. 
There was glass in the windows, instead of papers. The poor man and 
his wife had new clothes. "There is something strange about this," said 
every one. 

Three days afterwards the rich brother was invited to a feast at his poor 
brother's. "Where did you get all these things?" he asked. The brother 

(64) 



told the rich one all about the bargain. He showed him the mill and had it 
grind ont beautiful things for the poor. The rich brother wished to borrow 
it ; but the man was never to lend it. 

Soon this man was very rich. He built a castle on a rock near the sea. 
One day a merchant came along. He wished to buy the mill. He wanted 
to grind out salt. The mill couldn't be sold. That night the merchant 
got into the castle and stole the mill. He put it in a boat and set out to sea. 
When he was a little way out he said, "Grind salt, nothing but salt." Soon 
all the bags were filled. Then the boat began to fill. "What shall we do 
now?" cried the merchant. But the mill wouldn't stop grinding, and the 
ship sank. The mill is still at the bottom grinding out salt. This is the 
reason, say the peasants of Norway and Denmark, why the sea is salt. 

1. Give sentences from the story, using the following: 

there was showed built began wouldn't 

told wished came sank peasants of Norway and Denmark 

2. Write a quotation telling what tJic niercJiant said to the mill. Write a 
quotation telling what the rich brother asked wJioi lie came to the feast. 

3. Eeproduce the story. 

Devices for Review. 

1. Tell in sentences : 

What we call the first day of the year. 

What great man's birthday comes in February. 

On what day we decorate the soldiers' graves. 

On what day we fire off firecrackers. 

What two holidays come in September. 

On what day we give thanks. 

What we call the first day of May. 

2. Write the names of the months of the year in order. Write the names 
of the days of the week in order. Write the names of all the holidays you 
know. 

3. Punctuate these sentences : 

She will be married September (> 1909 Will August 3d be too long to wait 

He will finish school March 30 190S He lived in Oakland California on 

My friend died January (5 1S9G January 3 1888 

I shall go to see her February 3 1907 December 22 1907 was her last birth- 
Will you go away before October 19 day 

1907 August 8th was a warm day 

Come to my house Wednesday November 28 1907 will be Thanksgiv- 

April 10th ing Day. 

4. Put on the board this list. Have the children make sentences illus- 
trating the contracted form of each : 



was not 


does not 


can not 


should not 


had not 


were not 


did not 


would not 


is not 


I will 


have not 


do not 


has not 


are not 


I am 



5 — NS (65) 



5. For copy, study, and dictation: 

Mr. Brown said, "Come again at 4 p. m." 

"Do not leave the room," said slie. 

John asked, "What time do you reach school in the morning?" 

Mary replied, "I reach school at S.30 a. m." 

"I start for school at 7 p. m.," said John. 

"Then you must attend night school," added Mary. 

"At ten o'clock we shall start," said they. 

"They will be home by 8 p. m.," said she. 

"Miss Brown, are you going with us?" the children called. 

"Mr. Brown is going," said she. 

6. Fill in the blanks with 



there 



— two apples on my desk this morning? 

Once ■ a little boy and a little girl who lived alone. 

In my house eighteen windows. 

four rows of desks in this room. 

A long time ago a boy named Tom. 

In John's desk a piece of blue paper. 

seven boys in the first row now. 

as many boys as girls in the room. 

In the pond by the schoolhouse many frogs. 




(<5C) 



FOURTH GRADE. 



VERBS. (Fourth Time Over.) 

Method and Purpose. — In the "fourth time over" the work need not be 
confined to the verbs given in the lists, but all in a certain story may be 
drilled upon. The purpose is to get the attention upon the verbs, so the 
story told need not be long nor new. The teacher may tell the story, illus- 
trating it or in some way making it perfectly clear as to point and time. 
While telling the story, write the verbs on the board as they occur. The 
story this time is to serve as a proper setting, the attention being on the 
verbs. The children may then be asked for sentences from the story con- 
taining the verbs. These are to be written upon the board, read, and copied 
by the children. Special drill must sometimes be given in spelling. The 
sentences maj^ then be dictated to the class. 

The story may now be reviewed, and reproduced by one of the children. 
By this time they should be able to put their attention on the subject- 
matter, having acquired the proper reflex for writing the verb. 

See Introduction for purpose of telling the story. 

After the story has been reproduced in writing, the teacher should take 
the papers, underline all incorrect verb forms (that is, all presented in 
class), and return the papers to the children. These should be the only 
marks made on the paper, unless there are some errors in the same sen- 
tence. In that case the errors should be corrected by the teacher. Put on 
the board the proper verb forms. The children should be able to correct 
their errors without this help, but for fear some might not know, the cor- 
rect forms should be given. Ask them to copy correctly on a piece of paper 
the sentences in which errors occur, then to make up three of their own 
containing the word. 

The Fox and the Crow. 



sat 


wished 


dropped 


ran 


went 


said 


caught 


ate 


saw 


opened 


did 





A crow sat on a tree, with a piece of cheese in her mouth. A fox went 
by. He saw the crow and wished to have the cheese for himself. ' ' Ah, my 
friend," he said, "will you not sing for me? Your voice is very sweet. I 
would like to hear it again." The silly crow opened her mouth to sing. 
She dropped the cheese. The cunning fox caught it. He did not wait for 
the song, but ran away and ate it. 

Ask the following questions; write the answers on the hoard, underlining 
the verbs; read the sentences, and copy them; the next day dictate the same 
sentences : 

Tell me where a crow once sat. Who went by? Tell me what he saw. Tell me what 
he wished. What did he say? What did the crow do? What did she drop? What did 
the fox do? (67) 



The Dog and His Shadow. 

stole saw jumped 

ran thought sank 

looked dropped went 

Once a dog stole a bone and ran away. He had to cross a bridge. Ho 
looked down into the water. There he saw his own shadow. But he thought 
it was another dog with a bigger bone. He dropped his own bone and 
jumped into the water to get the other one. He did not find the other dog 
there. His own bone sank to the bottom. So he went home hungry. 

1. Tell the story. 

2. Write the verbs on the hoard as they come in the story. 

3. Have sentences given from the story containing the words. Such sen- 
tences as these will prohahly he given: 

The dog stole a bone. He dropped his bone into the water. 

The dog ran away with the bone. The dog jumped into the water. 

The dog looked into the water. The bone sank in the water. 

The dog saw his shadow. The dog ivent home hungry. 
He thought it was another dog. 

4. Copy the sentences. 

5. Dictate the sentences. 

6. Have the story reproduced. 

7. Additional words for spelling: 

bridge shadow another bigger bone bottom hungry 

The Rabbit and the Turtle. 



laughed 


asked 


kept 


lay 


walked 


began 


jumped 


won 


offered 


started 


stopped 





Once a rabbit laughed at a turtle because he walked so slowly. The 
turtle offered to run a race with him. They asked the fox to be the judge. 
At a word from him the race began. The turtle started at once and kept 
straight on. The rabbit jumped along for a minute. Then he stopped to 
play. Soon the sun became hot. The rabbit lay down and went to sleep. 
Soon he woke up and ran to the goal. The turtle was there already. So the 
turtle won the race. 

1. Copy these sentences. Write each italicized word three times: 

The boys laughed at the tricks. He kept the little kitten well. 

We loalked to town to-day. The dog jumped up and ran away. 

I offered him my hat. The rabbit stopped to rest. 

We asked him to run a race. The rabbit lay down to sleep. 

The rabbit hegan to run. The turtle won the race. 

He started for the goal. 

2. Write sentences using each of the verbs. 

3. Additional words for spelling: 

turtle judge word straight minute 

4. Reproduce the story. 

(68) 



The Ant and the Dove. 

fell dropped raised 

saw climbed _ ran 

took thanked 

A little ant fell into the water. A dove was sitting in a tree near by. 
She saw the ant in the water. So she took a leaf from the tree and dropped 
it down into the water near the ant. The ant climbed upon the leaf. She 
thanked the dove for saving her life. 

The next day the dove was building her nest. Near by was a man with 
a gun. He raised his gun to shoot the dove. The ant saw the man. She 
ran up to him and bit his heel. The man was so hurt that he dropped his 
gun. The dove flew away. Soon after, the dove thanked the ant for saving 
her life. 

1. Copy: 

The aut fell into tlie water. The ant thanked the dove. 

The dove saw the ant. The man raised his gun to shoot. 

The bird toolc the leaf in its bill. The ant ran up to the man. 

She dropped the leaf into the water. The dove flew away. 
The ant climbed upon the leaf. 

2. Eeproduce the story. 



The Fox in the Well. 

A sly old fox fell into a well and could not climb out. A goat went by. 
He saw the fox in the well. He said to the fox, "What are you doing 
down there?" "This is the nicest water I ever tasted," said the fox. 
"Come down and have a sip of it." So down jumped the silly goat. He 
was very thirsty, so he drank some of the water. 

The sly old fox jumped upon the goat's back, then to his horns and out 
upon the ground. He went quickly away, leaving the goat to get out by 
himself. 

1. ^yrite a sentence answering : 

What happened to a sly old fox? Who went by? What did he ask the fox? What 
did the goat do then? How did the fox get out? 

2. Eeproduce the story. 



How A Dog Got His Dinner. 



there were 


rang 


had gone 


handed 


came 


took 


had given 


ate 


gave 


did not see 


reached 


thought 


wished 


had waited 







In a town in the south of France there were twenty poor people who 
were served dinner at a certain hour every day. A dog came, too. He was 
in the habit of eating whatever scraps were thrown to him. Sometimes 
they gave him very little. 

(69) 



The people who wished this free dinner came to a window and rang a bell. 
They were handed their meal through a small opening. The one who gave 
the dinner did not see who received it. 

One day the dog was very hungry. He had waited until everybody had 
gone. No one had given him anything. So he reached up, took hold of the 
rope with his teeth, and rang the bell. The man handed him out a good 
dinner. The dog ate it very gladly. After this he rang the bell for his 
dinner every day. The man thought him so clever that he was never 
refused something to eat. 

The Blind Soldier. 



there was 


held 


walked 


began 


played 


gave 


put 


cried 


sat 


saw 


took 





Once there was a poor, old, blind soldier. Every night he played his 
violin in the park to earn his living. His little dog sat beside him. The 
dog held his master's hat for the money. One night the old man was in 
trouble. No one gave him any money. The poor man was very tired and 
hungrj^ 

A man was passing by. He saw the poor soldier. He walked up to him 
and put a coin in his hat. Then he took up the violin and began to play. 
He played so well that a great crowd gathered. Soon the hat was nearly 
full of money. The old soldier was so happy that he cried. The stranger 
was one of the finest violin players in the Avorld. 

The Two Dogs. 



there was 


wouldn't 


reached 


jumped 


looked 


met 


tumbled 


turned 


brought 


seemed 


began 


couldn't 


saw 







Once there was a large Newfoundland dog named Brave. He was carry- 
ing a bone over a bridge. Right in the middle of the bridge he met another 
dog named Bruce. Bruce began to growl and bristle up for a fight. Brave 
wouldn't give up the bone, and Bruce wouldn't let him pass. So they 
began to fight. Both tumbled off the bridge into the water. 

They had to swim a long distance before they could get out. Brave could 
swim easil}^ Bruce struggled hard, but couldn 't reach the shore. 

Brave soon reached the shore. He turned around to look for his enemy. 
He saw that Bruce was nearly drowned. The noble dog jumped into the 
water again and brought Bruce safely to the shore. They looked at each 
other as they shook their wet coats. They seemed to be saying, "We will 
never quarrel again." 

The Cats and the IMonkey. 



there were 


heard 


put 


saw 


quarreled 


brought 


bit 


swallowed 


decided 


cut 


ci-ied 





Once there were two cats who stole some cheese. They quarreled about 
dividing it. They decided that the monkey should settle the dispute. The 

(70) 



monkey heard all they had to say. Then he brought out a pair of scales. 
He cut the cheese into two pieces. He put one piece at each end of the 
scales. 

One piece was heavier than the other, so he bit off a large mouthful. 
Then the other piece w^as heavier, and he bit off and swallowed a mouthful 
of that. "Stop," cried both the cats together. They saw that the judge 
was eating up all their cheese. ' ' Give us what there is left, and we will be 
satisfied. ' ' But the .judge said, ' ' If you are satisfied, the law is not. " So he 
put the rest of the cheese in his mouth. 

The Boy and the Wolf. 



thought 


shouted 


there was 


told 


cried 


ran 


left 


laughed 


came 


there are 



threw 


asked 


hid 


ate 


came 


there were 



Once a boy was watching some sheep. He thought he would play a joke 
on some men at work in a field. He ran toward them and shouted, "A 
wolf ! a wolf ! ' ' The men left their work and ran to kill the wolf. There 
was no wolf to be seen. The boy laughed at them and told them it was 
only a joke. 

A few days afterwards the wolves came in earnest. The boy cried, 
' ' Help ! help ! w^olves ! wolves ! ' ' But the men said, ' ' There are no wolves. 
He is only fooling us." The wolves killed many sheep. One of them was 
the boy's pet. 

The Frogs Asking for a King. 

lived 

wanted 

sent 

Once some frogs lived in a pond. They wanted a king. So they sent 
one of their number to Jupiter to ask for a king. Jupiter threw down a 
great log into the pond. The frogs were very much frightened. They hid 
in the deepest part of the pool. The log did not move. Soon they came 
out. One climbed upon it. They did not wish this for their king, so they 
sent again to Jupiter. This time Jupiter sent an eel. The frogs were not 
satisfied with this. They asked again for a king. This time Jupiter sent a 
stork. The stork ate the frogs one by one. Soon there was none left in 
the pond. 

ABBREVIATIONS. 

1. Review the abbreviations taught in the Third Grade. See page 46. 

2. Tell the children that in writing in sentences the names of cities and 

states, the name of the state is often abbreviated. Call attention to the 

period after the abbreviation, and the comma between the name of the 

city and that of the state. Learn to write these : 

San Francisco, Cal. New York, N. Y. Salt Lake, Utah (not abbreviated). 

Los Angeles, Cal. Boston, Mass. Cleveland, Ohio (not abbreviated). 

Chicago, 111. Portland, Or. Denver, Colo, (or Col.). 

(71) 



3. Have the children use these in sentences. Write the sentences on the 
board. Have them copied and studied, and written from dictation : 



San Francisco, Cal. is a western city. 
Los Angeles, Cal. has many visitors. 
Chicago, 111. is noted for its stockyards. 
We visited New York City last year. 
Boston, Mass. is the center of learning. 



Salt Lake, Utah is the home of the 

Mormons. 
Did you visit in Cleveland, Ohio? 
I have friends in Denver, Col. 



SINGULARS AND PLURALS. 

1. The children have already learned the singular and the plural form 
of box, man, tooth, foot, mouse, leaf, child, fish, dog, cat, horse, frog, hoy, 
leaf, hahy, lady, fly, knife, loaf, ivolf, and calf. Review these by writing 
them in a column on the board, and have the children spell the plural, while 
the teacher writes it opposite the singular. This list may then be copied, 
and studied, and finally dictated. 

2. Use the same list as in exercise 1. Have the class at the board. A 
child gives a sentence containing the first singular noun in the list. All 
write the sentence. Ask to have the noun changed to the plural form. 
What changes, if any, must be made in the sentences? All write the same 
sentence with the noun in the plural form. Use this list until the class 
know the words perfectly and are familiar with the terms, singular and 
plural. 

3. Put this list on the board. Use it for copy, study and dictation: 



valley 


valleys 


sheep 


sheep 


turkey 


turkeys 


piano 


pianos 


girl 


girls 


book 


books 


goose 


geese 


potato 


potatoes 


tomato 


tomatoes 



peach 


peaches 


shoe 


shoes 


picture 


pictures 


woman 


women 


city 


cities 


wife 


wives 


dwarf 


dwarfs 


deer 


deer 


ox 


oxen 



4. Have sentences made containing the singular form. Change the sen- 
tences to the plural form. 

5. Send the children to the board. Give the singular form. Have the 
children write the plural. Give the plural. Have the children write the 
singular. 



6. Change to the plural form: 

Did you visit the beautiful valley? 

Please sharpen my knife. 

Did you speak to the child? 

Have you seen the sheep? 

Come and see our Thanksgiving turkey. 

Call the man. 

Did they move the piano? 



When will the lady call? 

How many deer did the hunter kill? 

The girl went skating. 

Will the hoy be at the picnic? 

She studied about the city. 

The dwarf smelled the ham. 

Did you see the iox on my table? 



7. Use the following sentences for copy, study and dictation : 
Shei-man and Clay sell many pianos 
Wild geese flew by in large numbers, 
Tomatoes are very good to eat. 
He hung the pictures in his room. 
Many dwarfs smelled the ham. 



There are many large cities in the United 

States. 
The oflScers' wives sewed for the sick 

soldiers. 
The deer are feeding on the liillside. 



(72) 



8. Write down the names of twenty things you find in the pictures in 
' ' English Lessons, Book One. ' ' Write the plurals of these words. 

Review. 

1. Write the names of all the holidays you know. Write opposite each 
the name of the month in which the holiday comes. Write a sentence telling 
how we celebrate each holiday. 

Write the names of the days of the week. Tell something you have done 
each day. 

Write a sentence giving the name of the principal of the school ; of a 
friend of your mother ; of a friend of your father ; of a physician you know. 

Write a sentence giving the name of a street ; the name of a city and the 
state in which it is. 

Write a sentence telling when your next birthday will be. Write a 
sentence telling the city in which you were born, the state, and the date. 

2. Instead of said or asked the following words may be used : 



answered 


spoke 


called 


inquired 


whispered 


shouted 


replied 


cried 


yelled 



Write nine sentences using these words correctly. Have each sentence 
contain a quotation. 

3. Write sentences containing these words : 



see 


sit 


eat 


come 


begin 


do 



drink 


drive 


win 


write 


fly 


teach 


know 







Change your sentences to the singular form. Change your sentences so 
past time will be shown. 

4. Sentences for copy, study and dictation : 

Mrs. Brown said, "We went to the country last August." 

The last Thursday in November is Thanksgiving Day. 

The women walked down Market Street last Wednesday. 

Dr. .Jones asked, "Do you live in San Francisco, California?" 

The two boys won the race May Day. 

The girls began to study January 7, 1906. 

"Was Miss White here on Christmas Day?" asked John. 

The children ran to school last Monday. 

The ladies wished to go to the country last Fourth of July. 

"I live in Oakland, California," said Mr. White. 

The men caught many fish last September. 

The boys played ball on New Year's Day. 

We brought flowers to school Decoration Day. 

The child kept the books until February 4, 1904. 

The little boy ate too much candy. 

The lady handed the little girl some boxes. 

Tom asked, "Is Admission Day a holiday?" 

When did he put the knives on the table? 

The little boy climbed the tree last Friday. 

Did the men march down Fillmore Street on Labor Day? 

We visited Berkeley, California Washington's Birthday. 

I thought that you would visit Mrs. Jones in October. 

(73) 



"The valleys are very beautiful," said he. 

We climbed the mountain the first Saturday in December. 

Did you see the oxen that were in the meadow Sunday? 

They are going away either April 3d, or July 6th. 

"The dog bit the little girl last Tuesday," said Dr. Brown. 

Mr. White said, "We saw many beautiful things when we 

stopped in the different cities." 
The leaves fell to the ground last September. 
Did Mr. White visit Alameda, California? 
The potatoes did not grow last year. 



THEIR. 

1. Tell the class this story : 

Once I took a long trip on the train. We reached a small town one day, to find the 
train ahead of us off the track. I looked about for something to do while I was waiting. 
Soon I saw the schoolhouse, and decided to visit it. But what was my surprise on 
reaching the building not to find any signs of anybody. The doors were open, and I 
went in. I knew the children must be near, for I saw their hats hanging in the cloakroom. 

Step to the board and write: "I saw their hats." "Now tell me some- 
thing else I saw that belonged to them." The following sentences will be 
obtained. Write them on the board : 

I saw their coats. I saw their umbrellas. I saw their school bags. 

I saw their books. I saw their lunch baskets. I saw their book straps. 

"I went into the schoolroom. There I saw what?" 

I saw their desks. I saw their pencils. I saw their papers. 

I saw their drawings on the board. 

"Soon I heard a noise, and looking around I saw the children coming. 
Then I saw what ? ' ' 

I saw their teacher. I saw their hands full of flowers. I saw their dresses. 

"The teacher invited me to stay until noon. Then I went home to lunch 
with three little sisters. What do you think they showed me?" Have the 
children each write a sentence on the board. 

They showed me their toys. They showed me their garden. 

They showed me their pictures. They showed me their flowers. 

They showed me their mother. They showed me their story books. 
They showed me their pets. 

2. Have the children copy ten of these sentences. 

3. Write sentences with the following: 

their gardens their large horse their trees their money their examples 

their lessons their books their houses their own way their banner 



4. Answer the following questions in good sentences 



Of what do the Eskimos make their What do good children do with their 

houses? toys? 

Where do toads lay their eggs? How should children study their lessons? 

Where do the tent-moths lay their eggs? Where do woodpeckers get their food? 

Where do woodpeckers make their nests? When do the farmers plant their gi-ain? 

(74) 



5. ' ' Once I knew two little girls who were very untidy. A friend came 
to take them to ride, but they could not find their things. They cried 
bitterly when the friend drove away without them. ' ' Write six sentences 
telling where they found their things. 

6. Write sentences telling what the mother-rabbits teach their young; 
what dogs teach their young ; how the mother-toads treat their young. 

7. Make ten sentences containing their. 

8. Tell the following story : 

Ikwa and Magda. 

Far, far away in the North the winters are long and cold. Here in the land of the 
Eskimo lived a little girl and her brother with their father and mother. The little girl's 
name was Magda, the little boy's Ikwa. 

Now, Ikwa and Magda lived in a house very different from ours. Their house was 
made of snow. It was not very hard to build, for their papa built it in one day. He cut 
big blocks out of the snow and put them carefully together. He left a hole in one side, 
through which they had to crawl inside on their hands and knees. The inside of their 
house was very queer. 

They had only one room, in which everything was done. Their beds were made on a 
bench of ice, and were covered with heavy sealskins. Their stove was not like ours, 
either. They had a lamp, with which they cooked their food and kept themselves warm. 
When dinner was ready, they all sat down on the floor around a large bowl, and ate 
from it with their sealskin spoons and bone knives. 

Now I am sure you would like to know how Ikwa and Magda spent their time. In 
the Northland all the little boys and girls have sleds. Ikwa and Magda had a pretty 
one, which their papa had made for them. The runners were of bone, and the top of 
strips of sealskin. Their papa had brought back these things from his long fishing trip. 

What fun Ikwa and Magda did have with their sled ! Sometimes they played a game. 
Whenever papa killed a deer, he gave the children the antlers. The children set up 
these antlers in the snow, leaving a short distance between them. Then they rode 
through on their sled, and shot at the antlers with their arrows. It was very hard to 
hit them. 

Neither Magda nor Ikwa ever could write their names. They did not go to school, for 
there was none to go to. The children knew a great many stories, though. 

Another game which Magda and her brother would play was very funny. They often 
sat on the floor together in their little house. Then they would hold their toes with 
their hands, and move along by jumps. Oh, what fun they had, and how they would 
jump! The one w^ho could go the faster would beat, and how little Ikwa and Magda 
would jump and tumble around on their floor ! 

Magda's little dolls were made of wood, and their clothes were of sealskins and furs. 
Both she and Ikwa spent many happy hours with them. 

The little boys and girls of the far North like candy as well as their little cousins of 
the South, but I am sure you would not like their candy when I tell you what it is. It 
is the red skin of a bird's foot, soaked in fat. Magda and Ikwa ate it and liked it. I 
wonder why? — Because their cold climate makes them like fat. 

9. Answer the following questions : 

With whom did Magda and Ikwa live? What did they do with their sled? 

Of what was their house made? What game did the children play at 
How did they get into their house? night? 

Tell how their beds were made? What did Magda play with? 

How did they keep warm? Their clothes were made of what? 

Where did their papa get the material Of what was their candy made? 
to make their sled? 

10. Reproduce the story. 

11. Have the children tell what their stands for in each sentence. 

(75) 



12. Underline every mistake in their compositions, then return the 
papers. Have the children correct the sentence, rewrite it twice, then make 
up two of their own like it. 

The Dandelion. 

Years and years ago many little stars lived in the sky with their mother, 
the moon, and their father, the sun. Their mother called them every night 
to come out and shine to make the earth lighter. One night she called, but 
they came very slowly, and would not shine. Now they had always been 
good, so their mother felt sad to see them so bad. She called out some 
other stars to take their places. The naughty stars felt themselves falling, 
falling from the sky. They fell until they reached the earth. There they 
cried themselves to sleep. In the morning their father, the sun, woke them 
up. The stars felt very sad. Their father was sorry, too. He said, "I 
will make them shine on earth, so it may be beautiful." He turned them 
into dandelions. We may see them shining out like stars in the green grass. 

THOSE. 

1. Place several of as many kinds of pens, pencils, books, papers, pictures, 
etc., as you can get in various parts of the room, as far away from yourself 
as possible. Then say, "Will you bring me those red lead pencils, John, 
please?" After all the things have been brought to the desk, say, "Now 
you may see if you can remember what each person brought." Insist on 
each child using the word those and looking at the things he brought. If he 
doesn't, you say, "Which ones?" and as he points to them, he says, 
"Those."' 

2. Write on the board the sentences given, have them read aloud, and 
copied. 

John brought those red lead pencils. I brought those colored pictures. 

I brought those reading books. Mary brought those spelling papers. 

He brought those framed pictures. May brought those large boxes. 

3. Have the children make sentences about the objects in the pictures 

on the wall, using those. Write them on the board, have them read, and 

copied. 

Those' sheep are lying in the shade. Those horses' heads are pretty. 

Those apples are red. Those trees have no leaves. 

I see those men driving the sheep. Those flowers are in a vase. 

Those kittens are drinking milk. Those birds have pretty colors. 

4. Dictate ten sentences, taking them from exercises 2 and 3. 

5. Have the children make sentences containing the expressions : 

those oranges those books those examples those marbles those horses 

those knives those things those houses those girls those stones 

6. Have the children complete these sentences, using those: 

I do not like She is telling me about The boys saw 

I can not play with I am going with John brought me 

He looked at I didn't say I didn't do 
The boy is thinking about 

7. Have the children make ten sentences containing those. 

(76) 



Review. 

Those. Their. 

1. Make up a sentence telling about your books at home, using those. 
Tell about the children in the next grade ; tell about the stores down town ; 
tell about the pieces of chalk in the box, using those every time. 



2. Dictate to the class : 

Those men rode their wheels. 

Those apples are sour. 

Their desks are in good order. 



Their hats hang on those hooks. 

She told those boys to read their lessons. 



3. Make up ten sentences, using these expressions : 



those dolls 
those pencils 



those horses 
those words 



those books 
their lessons 



their desks 
their parents 



their tops 
their playmates 



NATIONALITIES. 

1. The children have had enough geography by this time to be familiar 
with the names of the different countries. The names of the people who 
come from these countries are then easily learned. Put on the board at 
the children's dictation a list of the countries they know. It will probably 
be something like this : 



America 

England 

Scotland 

China 

Japan 

Philippine Islands 



Americans 

English 

Scotch 

Chinese 

Japanese 

Filipinos 



Germany 

France 

Russia 

Spain 

Italy 



Germans ■ 

French 

Russians 

Spaniards 

Italians 



Write down opposite the name of each country the name of the nation- 
ality. Call attention to the fact that they are always written with capital 
letters. Have the children give sentences about each one. These sentences 
should tell something about the people. The following were given by 
Fourth Grade children: 



Americans are very busy people. 
English gentlemen like to hunt. 
Barns wrote about Scotch life. 
The Chinese and Japanese eat much rice. 
The Americans are teaching the Filipino 
boys to read English. 



German children obey their parents. 

French ladies dress beautifully. 

The Japanese won from the Russians in 

the war. 
Spaniards like to go to bull-fights. 
Many of our best singers are Italians. 



2. Have the children make out the list of countries, and write the 
nationalities. 

3. Use the following sentences for copy, study and dictation : 

The Scotchmen went to the park to bowl Saturday. 

Many Italians land in New York City every week. 

The Spanish girls danced last night. 

The two Japanese boys will be here to-day. 

The American boy is learning to speak German. 

Some Filipino boys went to the American schools. 

The Englishmen played cricket Saturday. 

(77) 



Review. 

1. Dates in sentences. There and Their. 

The girls will sing their new songs October 10, 1907. 

The children went to the picnic February 22, 1903. 

There were many people in San Francisco April 18, 1906. 

The teachers will take their children to the park to-morrow, April 17, 1907. 

September 8th is my birthday. 

On the 3d of January there will be many visitors. 

Didn't you have a good time Fourth of July? 

I will be six years old August 27, 1907. 

"Were there too many pens given out?" asked Mary. 

The two boj'S brought their books to school. 

2. Holidays. Abbreviations. Months of year. 

Christmas comes in December. 

Mrs. Jones asked, "Did you attend the exercises Decoration Day?" 

The last Thursday in November is Thanksgiving Day. 

New Year's Day is a time to begin new work. 

Mr. Brown said, "I shall march in the parade Labor Day." 

"We will have fireworks Fourth of July," said Dr. Carpenter. 

Will they go out of the city May Day? 

We shall have vacation Washington's Birthday. 

3. General revieiv: 

There are the two books which belong to the Spanish boys. 

The boy teaches his dog to jump rope. 

John said, "I saw those frogs yesterday." 

Did you hear the Italian girls sing their songs? 

The baby learns to clap his hands, too. 

"Did you lie on the grass?" asked Tom. 

The Scotch boy laid the books on the table. 

"There were too many Chinese there last night," said Mary. 

The two girls taught their sisters to sing. 

Did you see the two wolves on the side of the mountain? 

The French women offered to help the Americans. 

The German boy sat in that chair. 

"I am learning," said Mary, "to write in school." 

The two boys were too late to see the deer. 

Mary asked, "Did you set the vase on the table?" 

The Japanese boy lay on the floor. 

When the little girl fell she broke her teeth. 

Who laid those tomatoes on the table? 

"Sit there," said Tom, "by the pianos." 

The babies learned to walk yesterday. 

The two girls will teach their sister to dance. 

"The English boy thought the valleys were very beautiful," said John. 

The boy hurt his feet when he jumped from the tree. 

May asked, "Is it too warm to go away?" 

QUOTATIONS. 

1. The forms of quotations to be mastered in this grade are : 

John said to me, "I am ten years old." 
John asked me, "Where are you going?" 
"The boy," said John, "is not to blame." 
"Are you, "asked John, "to leave school?" 

The method to be followed is essentially that of the Third Grade. The 
teacher calls upon a child to say something to John about his pet. The 
child rises, saying, "I have a pet cat." The teacher writes this on the 

(78) 



board, putting quotation marks around it, the children telling her that is 
what Tom said. The teacher then asks, "How shall I know to whom it 
was said?" When the answer is given, write Tom said to John before it, 
putting in the comma. Then sentence then reads: Tom said to John, "I 
have a pet cat." In the same way several sentences may be procured, 
written on the board, and punctuated by the teacher at the suggestion of 
the children. 

2. Copy: 

The boy said to his sister, "We do not have school to-morrow." 
Mary said to John, "My pet cat is very playful." 
Tom said to Ned, "My dogs will bring back sticks." 
Mama said to baby, "Do not touch the books." 
The teacher said to the class, "Please walk quietly." 

3. Dictate to the class the above sentences. 

4. Write the following sentences on the board one by one. Have the 
children look at the sentence. Then erase it, and have the children write 
it. It is better to have the class at the board for this exercise. If a child 
has it wrong, he may look at the work of one who has it right, and then 
make his own right. If the teacher can secure an ordinary window shade 
that moves up and down by means of a spring, the work may be varied. 
The window shade may be fastened just above the top of the blackboard. 
Instead of erasing the sentence, the teacher may pull the shade down over 
it. After the children have written it on the board, the curtain may be 
raised. Each child can then correct his own work. 

Sentences to be used: 

John said to his dog, "Go home." 

Mary said to her sister, "This is yours." 

The boy said to his top, "Spin, top, spin." 

The man said to his horse, "You have worked well." 

The girl said to the baker. "I wish a loaf of bread." 

The man said to his son. "Your work is well done." 

The child said to me, "A cat caught my bird." 

My sister said to me, "The calf has pretty eyes." 

The woman said to her son. "You are a help to me." 

The boy told his cousin, "We can get a squirrel in that tree." 

5. The children may copy sentences from the reader or from the board 
until they can write this form without error. They may then take up the 
broken quotation. 

6. If the children know where to put these marks, but are careless, have 
them copy an article from which the quotation marks have been omitted. 

The Wolf and the Lamb. 

A little lamb was going to its home. It met a wolf. The lamb said to 
the wolf, ' ' I know you want to eat me. ' ' The wolf said, ' ' Yes, I do. " The 
lamb said to the wolf, "Please sing before you eat me and I will dance." 
So the wolf sang and the lamb danced. Now the dogs heard the wolf sing. 
They ran to see what was the matter. The lamb ran away and left the 
wolf to the dogs. The dogs ate the wolf. 

(79) 



Review. 

1. Those. Their. Quotations. 

Sentences for study and dictation : 

He asked me, "Do those apples belong to Harry?" 

I replied, "Those apples are mine." 

The boy asked his father, "Are their horses for sale?" 

The father replied, "Their horses were sold yesterday." 

I asked my sister. "Will you help me fix their May baskets?" 

My sister said, "Yes, with pleasure." 

"Their roses are beautiful in June," said my mother. 

"Those houses are to be painted alike," said my brother to me. 

"Are those pencils to be given to their owners or kept here?" asked the monitor. 

The teacher said to the monitor, "The children are to keep their pencils." 

2. Quotations. Time. 

Sentences for study and dictation : 

Mrs. Brown asked, "Is it four o'clock?" 

Dr. White said, "I will be there at 4.30 p. m." 

We are going Wednesday at 5.20 a. m. 

Miss Reed left Thursday at three o'clock. 

"Is 2.20 p. m. too late to go?" asked she. 

"We must be at school at 8.45 to-morrow." said John. 

"Send my boys home at five o'clock,"' said Mrs. Brown. 

3. Contractions. Too, two, to. Their and There. 

Sentences for study and dictation : 

"Can't you come to our house?" she asked. 

"We saw their pet rabbits," said John. 

There are two books on my desk. 

The little girl ate too much cake. 

Did she eat more than two pieces? 

"Isn't your dress finished?" she asked. 

"Are there any pencils in their desks?" asked the teacher. 

We haven't heard you sing. 

Aren't the two boys going fishing to-morrow? 

4. Exercises in "English Lessons, Book One," Lesson III. p. 147. 



SPECIAL VERBS. 
Lay, Laid. 

1. ^ay to the class, "I am going to do several things for you. When I 
get through I wish you to do just as I did." Write the sentence as you 
do it. 

I lay the pen on the desk now. I lay the ruler on the desk. 

I lay the pencil on the desk now. I lay the chalk on the desk. 

I lay the eraser on the desk now. 

Then call on different children to lay down such articles as paper, chalk, 
books, sponge, slate, etc., giving the present tense as the act is performed. 
Then say to them, "1 laid down five things on the desk for you. Do you 
remember what they were?" Insist on the clear enunciation of the word 
laid. Then each one tells what he laid down, and where he laid it. 

(80) 



2. Have the following commands written on the board; have the acts 
performed, and after the children have reached their seats again, have them 
tell what they have done : 

Lay down your pen. Lay the book on Tom's desk. 

Lay your coat on my chair. Lay this note on your desk. 

Lay the pencil on my desk. Lay the blotter on Mary's desk. 

Lay the eraser in the chalk traj\ Lay the doll on the bench. 

Lay your paper on the table. Lay my book on your desk. 

3. Have the children write sentences telling of the acts performed in 
exercise 2. 

4. Have the children make up sentences telling where John laid his knife, 
when he laid it there, why he laid it there; where he laid his books after 
school ; Avhere he laid the eraser, the chalk, his pencil, his pen. 

5. Have the children give commands to each other. After the child has 
performed the act, have him tell what he has done. 

6. Dictate the following sentences : 

Lay your books away carefully. She always lays her pencil down quickly. 

I laid my dress away after the party. Mary laid the clean clothes away. 

I laid the pen down on my desk. The boys laid their coats on the hay. 

I lay my pen down carefully every day. The girl lays her books neatly in her 
The boys laid their hats on the grass. desk. 



Learn, Learns, Learned. 

7. Say to the class, "Last night I learned to spell a word. Tell me one 
thing yon learned to do to-day. ' ' Write these sentences on the board : 

I learned how to spell a word last night. I learned how to write a word to-day. 

I learned how to do an example to-day. James learned how to sit in attention to-day. 

"Tell me what your dog learned to do. Tell me what the circus animals 

learned to do. Tell me what the horse learned to do. ' ' AVrite the answers 

on the board. They will be such as these : 

My dog learned how to jump rope. The elephants learned how to dance. 

My dog learned how to bring in the paper. The horses learned how to walk up steps. 

My dog learned how to beg for his dinner. The horses learned how to stop when the 

The seals learned how to play the drums. man speaks to them. 

* ' Tell me what you learn to do every day. ' ' 

• I learn how to write. I learn how to read. I learn how to sing. 

I learn how to spell. I learn how to do examples. 

"Tell me what the baby learns to do." 

The baby learns to talk. The baby learns how to laugh at me. 

The baby learns to walk. The baby learns how to clap his hands. 

The baby learns to pull my hair. 

Read these sentences aloud, copy as many as there is time for, and under- 
line the word learned, learn, or learns. 

6— Ns (81) 



8. Have the class answer the following questions, then read aloud their 

answers : 

AYhat does a frog' learn to do? Tell me what three games you learu at 

What does a baby bird learu to do? school. 

Tell me what three things you learn Tell me what our frog learned to do. 

every day. What did the baby learn? 

9. Dictate ten sentences from exercise 7. 

10. Go quickly around the class, row by row, giving the first sentence 
and having each one answer quickly in turn; as, ''I learn my spelling lesson 
every da3^" To the second row: ''The boy learned how to swim last vaca- 
tion," etc. Have them write as many of the sentences as they can 
remember. 

11. Have the class write four sentences containing learn, four containing 
learns, and four containing learned. 

Set, Set, Setting". 

12. Say to the class, ' ' Look to see what I do, listen to what I say. ' ' Then 
set a box down on the table, saying as you do so, "I set the box on the 
table. Who can set something else down and say the correct thing?" Have 
several children do so. "Now, tell me what you did. How can we tell 
whether we are just doing it, or whether we have done it?" "We must 
add a word or say am setting," the children will ansAver. 

Write the sentences they give on the board, having them add a word to 

tell when, or add hig. Have the children read the sentences aloud, then 

copy them. 

I set the box on the table live minutes I set the bookcase by the door yesterday. 

ago. Papa set up a new stove last night. 

I set the box down now. I set the vase on the desk now. 

1 am setting the box on the table. I set the table for mama every day. 

I set the dishes on the table last night. I set the clock on the table before 
I am setting the cup up on the shelf. recess. 

13. Have the following commands written on the board. Call on a child 

to read, perform the act, and then tell Avliat he did : 

Set the chair by the door. Tell Paul to set the chair by the door. 

Set the inkstand on your table. Set the dish on the table. 

Tell Tony to set the dish near you. Set the jar on the floor. 

Set the dish on my desk. Set the basket on the chair. 

Set the jar near the window. Set the chair near me. 

14. Dictate the sentences in exercise 13. 

15. Have the children write their own sentences, after placing the follow- 
ing on the board, then have them read aloud. After this they may make 
ten sentences of their own : 

We 

You 

I 

They 

He 

She 





f 


Jar 
dish 


on the ground 


set 


"A 


box 
trunk 


near you 
by the door 




I 


cup 


in the yard 




(S2 


) 





16. Tell this stoiy, have them reproduce it orally, and then in writing. 
Mark all the mistakes in set. Have them rewrite three times the sentence 
in Avhich the mistake occurs, then write three of their own : 

Dan, his mother, and his little sister Kuth were just movinK into a new house. The 
day was a very busy one for them. When evenin;^ came, they had not quite finished the 
work. Dan helped his mama very much. "Where shall I set this?" he cried, holding' 
up a clock. "Set it up on the shelf near the window," said his mother. Dan set Uk; 
clock on the shelf, and ran oil to set some other things. "Help me set the bookcase 
near the door," said his mother. While Dan and his mother were doiny; this, Ituth set 
the dishes on the table. Soon they finished and ate ihcir supper. Then mama read 
them a nice long story before they went to bed. 

Review. 

Those. Their. Quutaliuns. Special Verbs. 
1. For study and dictation: 

The boy asked, "Shall I lay the blotters on the desk?" 

"Yes." replied the teacher, ^'thosc blotters are for my use." 

She said to the man, "Do those elephants learn their tricks easily?" 

The man replied, "It takes much patience to teach them their tricks." 

"Will you," said the old man, 'Hay my hat beside me?" 

".S'cf the vase on the shelf," said her mother. 

"Those red roses look very pretty," said the r'I'I- 

"When the children learn their lessons we shall go." siiid the mother. 

"Those are the examples that we did yesterday," said the pupil to his teacher. 

"kiel the b?)x," said mama, "where it may be easily found." 



2. Fill in blanks : 



knife on Hk; table. ai)])]es are good to eat. 

tabl(i nicely. I saw them — — — ■ books on the desk. 



my lessons well. 

3, Write two quotations telling: 

Where the boy set the basket. 
Where the girl laid her pencil. 
W'hat you learn at school. 

4. Write a quotation containing a question about: 

Setting away the lunch baskets. 
Laying away their clothes. 
Those toys. 

NAMES OF BOOKS, POEMS, AND NEWSPAPERS. 

1. Ask the children the ruimes of some of the books they have read. 
Write them in a list on the board. 

Third R<>ad(!r. 

Black Beauty. 

Alice in Wonderland. 

.Jungle Book. 

The Old Clock on the Stairs. 

Have the children notice that the principal words in the titles l)egin with 
capital letters jtist as the titles of their compositions do. Have them watcli 
you while you make one of these into a sentence and write it upon the 
board. "We have nearly finished reading our Third Reader." Did I use 
the capital letters just as I did when writing it in the list? Is there any 

(83) 



difference that you can see? Bring out the fact that when a title of a 
book, poem, or composition is used in a sentence it is usually inclosed in 
quotation marks. Have the children make up sentences about each of the 
books, write them upon the board, and have the children put in the quota- 
tion marks. 

These sentences may be used for copy, stud.y and dictation : 

Our teacher is reading "Black Beauty" to us. 

"Alice in Wonderland" is an interesting book. 

"The Jungle Book" was written by Kipling. 

We read "The Old Clock on the Stairs" yestei-day. 

"Raggylug" is the story of a cotton-tail rabbit. 

"Secrets of the Woods" was written by William .J. Long. 

I like "Alice iu Wonderland" and "Black Beauty" the best of all 

the books. 
Mary is reading "Little Women." 
John will get "Robinson Crusoe" from the library Friday. 

2. In the same way teach the children to write the names of newspapers, 

first in a list, and afterwards in sentences with the quotation marks. 

San Francisco Chronicle. The Call. 

The Evening Herald. San Francisco Examiner. 

The Evening Bulletin. Saturday Evening Post. 

3. Sentences for copy, study and dictation : 

]My father takes the "San Francisco I sell the "Saturday Evening Post." 

Chronicle" and the "Evening Bulletin." The "Evening News" sells for a penny. 
John sells the "Examiner." 

4. Make three sentences of your own about books in this list : 

Fairy Tales. Wilderness Ways. 

Mother Goose. Children of the Cold.- 

Make two sentences containing the names of newspapers. 

5. Learn to write this sentence : 

The books Lincoln knew by heart were "Robinson Crusoe." "^F^sop's Fables," 
"Pilgrim's Progress." "History of the United States." "Life of Washington," and the 
"Bible." 

SUBJECT PRONOUNS. 

1. Write on the board these two sentences: "John played ball," "I 
played ball." Ask the children to combine the two, telling who played 
ball. Write the new sentence on the board. Then read, "John walked to 
town," "I walked to town." Combine, telling who walked to town. Write 
combination on the board. In the same way use : 

John read the book. He can not come. Tom was good. 

He read the book. The girl can not come. She was good. 

Frank picked an apple. Tom saw the silkworms. He ran home. 

He picked an apple. He saw the silkworms. She ran home. 

Jessie sewed yesterday. Jack read the book. He did the work. 

I sewed yesterday. He read the book. I did the work. 

The boy rode the horse. Fred may go. 

I rode the horse. You may go. 

(84) 



2. Have the children read in concert the combined sentences and then 
copy them, 

3. Dictate the sentences that were copied in the first lesson. 

4. Send two boys to the door. Say to one, "Who are at the door?" 
Write his reply on the board. Have the children read it aloud, then copj^ 
it. Ask one of the children to tell who were at the door, using onh^ one 
name. Write the reply, read, and copy. At the end of the lesson have 
the sentences copied; as, 



Tony and I are at the door. 
Tony and he were at the door. 

Elsie and we are at the window. 
Elsie and they were at the window. 

He and I are in one seat. 
He and I were in one seat. 

Yon and Ben were carrying the water. 



John and we are writing; on the board. 
He and they were writing on the board. 

Elsie and I are feeding the silkworms. 
Elsie and she were feeding the silkworms. 

He and I are standing by the stove. 
He and she stood by the stove. 



5. Put two columns on the board, and ask the children to make sen- 
tences; as, 



Tom and he 
Jack and she 
My brother and I 
Your sister and they 
The boy and we 
Joe and we 
Bessie and I 
He and I 
He and she 



made 

walked 

rode 

saw 

wrote 

read 

came 

threw 

caught 

fed 



6. Sentences for dictation : 

Ben and I play ball every day. 

He and the lioys are in the garden. 

She and the girls are studying their spelling. 

7. Tom went with your family on a picnic. Tell me what kind of a time 
you had, using Tom's name. Tom went with you fishing. Tell me how 
many fish you caught, using Tom's name. 



I 

you 
he 



she 
they 



8. Use Tom and one of the words in this list in a sentence telling where 
you went in vacation, what you did. what you saw, what you caught, when 
you came back. Tell me what kind of a time you had. 

Tom and a friend go to the same school. Tell me what they do at recess, 
using Tom's name and a word from the list. Susie and your sister play 
together. Use Susie's name and a word from the list to tell what they play. 



(8r») 



Two Pronouns as Subject. 



9. Have the children substitute a word from the list for the italicized 
word in each of these sentences : 



he 
she 

May aud I are going to the park. 
Tom and she are good friends. 
Bess and the boys live in Oakland. 



they 
we 

The hoys and I were on different sides. 
Mary and we are in the same row. 



A boy and two girls went across the bay. 
to tell where they went and what they did. 



Use auv two words in the list 



10. Have these sentences read aloud, and studied, then dictate them : 



They and I are good friends. 
Mary and he closed the door. 
Elsie and he are not going. 
He and she erased the boards. 
Jack and he are in the house. 
Mary and she walked in the woods. 
They and we are on different sides. 
Your sister and they were the only ones 
there. 



He and I ran a race. 

He and she were in school on time. 

May and she sang a song. 

Elsie and they were out in the rain. 

The two boys and we were very much 

afraid. 
He and I thought out the riddle. 
She and I went alone. 
She and he did not know it. 



Test : Fill in the blanks. 



Henry and 
Hattie and 
and 



aud 



- will help you. 

- wrote a letter. 

— rode with them, 
should send us word. 

— may dust the room. 



Annie and 

and 

■ — -^ — - and 

■ and 

— - — aud 



sent us the fruit, 
came this evening, 
moved away, 
ran across the field, 
stood on the hill. 



Review of Quotations and Pronoun Subjects. 

1 1 . Sentences for studj' and dictation : 

The boy said to his teacher, "He and I will fetch you those oranges.' 

John replied, "They and I are the ones to do it." 

"Shall John and I make the lemonade?" she asked. 

"She and he were the only ones perfect," they replied. 

"John and he put their things away," said the boy to his mother. 

"I have heard," said the fox to the crow, "that you sing beautifully. 

"What can you," said the lion, "a little mouse, do for me?" 

"They and we will be on opposite sides," said the girl. 

The boy said to me, "Tom and he ride beautifully." 

Tom replied, "It was you who taught me how to ride so well." 



12. 



He and she 
John and he 
He and I 
The boys and I 



You and I 
They and I 
John and they 
The girls and he 



]\lalce sentences using the above phrases as the beginnings : 



passed by. 

were hurt in the runaway. 

caught the horse. 

will knock at the door. 



were not guilty, 
sang the song, 
ate the cherries, 
mended the chair. 



(86) 



POSSESSIVE SINGULAR. 



1. Say to the class, "Who has a knife? Tell me something about John's 
knife. ' ' Write this reply on the board : ' ' John 's knife is sharp. " " Tell me 
something else." "John's knife has a pearl handle." 

"What did Susie get to-day? Tell me something about Susie's book?" 
"Susie's book is red," "Susie's book has a picture on the cover." 

"Tell me something about Willie's pencil." In this way get such sen- 
tences as, 



John's knife is sharp. 

John's knife has a pearl handle. 

Susie's book is red. 

Susie's book has many i^ictures. 

Willie's pencil is red. 



Frank's pen is on the table. 
John's coat is torn. 
Ray's finger is broken. 
May's doll has a new dress. 
Lucy's pet dog is lost. 



2. Have these sentences copied. 



3. Write sentences about: 

John's pony 
Clara's sister 
The squirrel's tail 
The dog's paw 



The soldier's gun 
The boy's hat 
The man's flag 



The bird's feather 
The boat's prow 
The boy's lesson 



4. Have the children answer these questions : 



Whose coat is torn? 
Whose hat is on the table? 
Whose book is on the desk? 
Whose pencil is on the floor? 
What bird's head is red? 



What bird's breast is red? 
Whose pictures are on the wall? 
Whose composition was best to-day? 
Whose book is on my desk? 
Whose dog came to school to-day? 



5. Dictate the following sentences: 

My father's house was burned. 
The bird's feathers are yellow. 
Jack's boat is painted white. 
Bessie's hat has just come. 
The polliwog's tail has just gone. 



The frog's skin is green. 

The cat's fur is soft. 

The horse's tail is long. 

My sister's watch has stopped. 

My uncle's house is large. 



6. Write the following on the board : 

Whose tail is long? 



Whose ears are large? 



Then say, "The cow's tail is long," "The donkey's ears are large." 
Write these on the board, and have the children fill them out in the same 
way: 



fur is soft? 
hair is black? 



ej'es are small? 
bill is long? 



feet are large? 
eyes are brown ? 



7. Copy sentences from your reader that tell whose. 



8. Story for reproduction: "The Brass Bulls," by E. Louise Smythe, in 
"Old Time Stories," pages 127-130. 



(87) 



Review. 



1. For study and dictation : 

The man said, "Put the cow's hay in her stall." 

The boy said, "John and I have their tops." 

John and he said to me, "We told them about it." 

He and I replied, "Those are ours." 

The boy's cap is torn. 

The baby's horn is lost. 

Their dishes are not washed. 

"Tell me," said he, "if those belong to you." 

"My doll's head is broken," cried the little girl. 

"These apples are good," said I. 

She shouted to her father, "Help I Help !" . 

2. Change these groups of words so that a name will be used to show 
ownership. Make into sentences: 



the pencil of the girl 
the leg of the frog 
the story of the child 
the hat of the child 
the brother of John 



the sister of Mary 
the house of my father 
the story of my uncle 
the picture of my mother 
the ring of Mary 



PRONOUN AFTER PREPOSITION. 

Introduce this series in the same way as the last and work it out in just 
the same way. It requires many sentences read aloud by the children and 
given by the teacher and pupils, so that the ear may become accustomed 
to the proper sound. Besides this, the written form must be acquired. 

1. Have written on the board before class time the following sentences. 
Call upon the children to read each sentence, then to combine, as in the 
last set : 



Lucy walked behind Tom. 
Lucy walked behind me. 

He wrote to Tom. 
He wrote to me. 

They walked by Tom. 
They walked by her. 

Lucy sat near Tom. 
Lucy sat near us. 

Mama thought of Tom. 
Mama thought of them. 

Lucy walked behind Tom and me. 
He wrote to Tom and me. 
They walked by Tom and her. 
Lucy sat near Tom and us. 
Mama thought of Tom and them. 



I rode with mama. 
I rode with you. 

These invitations are for sister. 
These invitations are for us. 



The hat is becoming 
The hat is becoming 



to Lucy, 
to her. 



The picture hangs over Mary. 
The picture hangs over him. 

The orchard is beyond Tom. 
The orchard is beyond us. 

I rode with mama and you. 
These invitations are for sister and us. 
The hat is becoming to Lucy and her. 
The picture hangs over Mary and him. 
The orchard is beyond Tom and us. 



2. Have the sentences of yesterday read aloud and copied. 



(SS) 



3. Have the children read aloud, then combine these sentences ; then read 
aloud again and copy: 



They heard about you. 
They heard about me. 

She sang for you. 
She sang for her. 

I rode with her. 
I rode with you. 

Mary spoke to them. 
Mary spoke to me. 

I sat by her. 
I sat by you. 



She went with them. 
She went with him. 

She lived with them. 
She lived with us. 

The boy spoke to him. 
The boy spoke to her. 

The man wrote to him. 
The man wrote to me. 

The baby ran to her. 
The baby ran to me. 



him and me 

him and his brother 

her and us 

Lucy and me 



them and you 
him and her 
father and us 
them and us , 



liim and us 
him and her 
her and me 



Have the children write sentences using one of the above expressions in 
answer to the following (luestions. The sentences may then be read aloud : 



To whom did mama write? 
With whom did you walk? 
From whom did you run? 
By whom did you sit? 
To whom did you speak? 
Near whom did you walk? 



With whom did you sing? 

With whom did you play? 

For whom did you work? 

To whom did you write? 

From whom did the teacher take a book? 

About whom did the author write? 



5. Dictate the following sentences: 

I sat near Lucy and him. 
He sent word to Frank and her. 
Harry will ride with them and j'ou. 
Tliey sent me for mama and him. 
The children played with him and hei'. 



The lady amused Tom and me. 
There is no quarrel between them and me. 
We divided a cake among them and us. 
The book fell behind father and me. 
The teacner talked to her and us. 



6. Write the following on the board, and have sentences made, the blanks 
to be filled in with some other word than a name. The sentences may then 
be read aloud by the class : 



sat near 

walked with 
ran between 
played for — 



and father. 

and sister. 

and mother. 

- and us. 



sang to • and them. 

spoke to ■ and her. 

thought of and the boy. 

quarrel between and her doj 



7. Test : Fill in the blanks with some other words than names : 



They told me about and 

We walked with ■ and — 

She sang to and . 

We worked for and 



My mother played for and . 

The children ran from and 

The lioys went fishing with and 

We gave fifty cents to and 



(SO) 



DIVIDED QUOTATIONS. 

1. "Write on the board the following quotation : 

"No, I am not going yet," he said. 

Have the children tell why the marks are put before no and after yet. 

Then write : 

No, he said, I am not going yet, 

and have the children tell how they think the quotations should be put in 
so that we can tell his exact words. If they make a wild guess, do not 
wait, but do it for them. Use colored crayon to make it more emphatic. 
Then write another sentence below and have some one put in the marks. 

Use such a sentence as: 

Yes, she said, I will go. 

Then send the class to the board, have them watch you while you write, 
then turn and write for themselves. At a given signal have them look at 
your sentence again and correct their work. Add variety by having them 
correct each other 's. The following sentences may be used : 

"Yes," said the boy, "it is time to go." 

"Run," said the little pig, "run." 

"Will you," he asked, "will you do it?" 

"Oh," said Alice, "please do." 

"We ran," said he, "and they ran after us." 

"So they were," said she, "very, very ill." 

"Sleep," said mama, "sleep until morning." 

2. Copy the following sentences : 

"Do I look," said he, "as if I could do it?" 

"Oh," said the little tree, "if I were only as large as the other trees." 

"Give me," said he, "just a crust of bread." 

"Let us see," said mama, "if it is really worth while." 

"I have some," he said, "but it is not enough." 

"Now," he thought, "I can do as I please." 

"I shall go," said the little pea, "right to the sun." 

"You," said the Arab, "you are welcome." 

"This," said the boy, "is where I found it." 

"Now," said the teacher, "you may go home." 

3. Make the following sentences into divided quotations : 

Grace, tell me where you put my hat. 

I think that the tent is too small for us. 

No, I must not be late for school. 

My mama has a beautiful dress. 

Yes, it is a pleasant day. 

Dick is my pony's name. 

Can you tell how the bird made its nest? 

It does not matter how many excuses you make. 

The candy I am eating came from San Francisco. 

Now, stir the fire and pull down the shades. 

4. Dictate any ten of the above quotations. 

5. Copy the quotations from these stories. 

6. Reproduce the stories. 

(90) 



STORIES FOR REVIEW. 

Purpose and Method. — The teacher will know by this time the points 
upon Avhich most of the children are weak. After the story is told, the 
forms upon which the children are likely to fail should be placed upon the 
board and sentences made from them; or questions may be asked so that 
the required form will be used in the answer, this to be written on the 
board. The forms may be put on the board, the teacher calling attention to 
them, and asking that as many as possible be brought into the reproduction. 

A Story About Two Frogs. 

Two frogs lived in a pond. It was very warm. The pond dried up. 
The frogs had to .jump away. They looked for some water. Soon they 
came to a deep well. There was a little water in the well. One frog said, 
''Let us jump in." "No," said the other, "we can not jump out, if the 
water dries up." 

The Golden Touch. 

Once there was a king named Midas. He loved gold more than anything 
else in the world. He was counting out his money one day when a strange 
man came in. "You are rich," said the stranger. "Yes, but I have not 
enough," said Midas. "How much," said the stranger, "would it take to 
satisfy you?" "If everything I touch would turn to gold," replied Midas, 
' ' it would be enough. " " You shall have your wish, ' ' said the stranger. So 
he went away. 

Next morning King Midas arose. He touched his clothes and they became 
clothes of gold. "How beautiful," thought he, "everything will be." He 
went out into the garden. "Turn to gold," he said to the flowers as he 
touched them. They turned to gold. 

Then he went in to breakfast, but everything he tried to eat turned to 
gold. Soon his beautiful daughter came in. She ran up to bid her father 
good morning. The king kissed her, saying, ' ' Good morning, dear child. ' ' 
Then she, too, turned to gold. 

' ' I can not live, ' ' cried he, ' ' without my daughter. I would give all my 
money if I could get her back. ' ' 

Soon the stranger came. "Oh, give me back my child," cried the king. 
"Do you not wish," asked he, "the golden touch?" "Just give me back 
my daughter," he replied, "and I will be happy." "Go to the river and 
bathe," said the stranger. King Midas ran quickly to the river, and soon 
returned. He touched his daughter first. She turned back into his own 
child. Then he touched his clothes and the flowers. Everything became as 
it was at first. Now the king does not love gold so much as he did. 

TEST SENTENCES. 

The "Examinei-" did not come last Thanksgiving Day. 
After Christmas we will take the "Evening Post." 
We had a good time the Fourth of July. 
Washington's Birthday and Admission Day are holidays. 

(91) 



Did the "Chronicle" come May Day? 

The two boys brought the "Bulletin" and "Call" to school. 

Did you bring flowers Decoration Day? 

We are going away either New Year's Day or Labor Day. 

Mrs. Brown said, "We are going away the first Wednesday in September." 

December, January, and February are the winter months. 

The last Thursday in November is Thanksgiving Day. 

"Are you coming here Admission Day?" asked Mr. May. 

Dr. Brown asked. "Did the Fourth of July come on Tuesday?" 

The children will sing every Saturday and Sunday in August and October. 

"Labor Day, New Year's Day, and Washington's Birthday are holidays," said 

Miss Jones. 
The two boys went to the country last spring. 
John asked, "Are you going away in autumn?" 
We are going there every Wednesday in summer. 
Mrs. Jones said, "They will bring their sisters to school Thursday." 
The girls will sing their songs October 10. 1907. 
The children went to the picnic February 2, 1900. 
There were many people in San Francisco December 8, 1882. 
We are going there November 8, 1910. • 

The people took their children to the park either August 8, 1782 or 

January 9, 1801. 
September 8, 1906 was my birthday. 
Didn't you have a good time July 4, 1904? 
The "Examiner" did not come last Thursday. 
The two boys brought the "Call" home Saturday. 
John said, "This is Thanksgiving Day." 
We will take the "Chronicle" after Christmas. 
Aren't you going to read the "Bulletin"? 
The girl asked, "Is Washington's Birthday a holiday?" 
The boys were too late to get the "Evening Post." 
Wasn't the boy here Wednesday? 

The two boys will leave the first Wednesday in February. 
There were too many people at the meeting September 8, 1905. 
Did the two boys find their books last Tuesday? 
John and May went to school January 6, 1906. 
We were too tired Sunday to go. 
They left the city Saturday, November 8, 1802. 
The girls were going to sing Thursday, October 8, 1902. 
There were sixteen boys in the room. 
Ninety-six men were in the parade Thanksgiving Day. 
Mrs. Brown paid $25 for her coat. 
Didn't you see the four girls last Wednesday? 
Fifty-eight dollars were paid by the man last Tuesday. 
They had eighty-five books in the library. 
"Have you $45?" asked Mr. Jones. 
There are twelve months in the year. 
Ten dollars was the cost of the book. 
The little girl had twenty pencils. 
Can't you come to our house? 
"We went to their house," said John. 
"Doesn't she sing?" he asked. 
There are two books on the desk. 
May I go home, too? 
May asked, "Wasn't that their house?" 
Isn't your dress new? 
She gave John two apples. 
"Give the book to me," said Alice. 
She ate too much cake. 
Are there many boys in the yard? 
Mrs. Jones asked, "Is it four o'clock?" 
Dr. White said, "I will be there at 4.30 p. m." 
We are going Wednesday at 5.20 a. m. 

(92) 



Miss Reed left Thursday at two o'clock. 

"Is 2.20 p. m. too late to go?" asked Mr. Brown. 

The two boys are going home at 10 a. m. 

"We will go to school Friday at nine o'clock,'' said John. 

Some Italian children learn to read English. 

The Spanish boy learned to write last year. 

The baby learns to clap his hands, too. 

We learn to work examples every day. 

The American boy is learning to write in school. 

My dog- learned to jump rope last February. 

The two boys are learning their lessons every night. 

To-morrow we will learn to spell. 

The little boy learns to play tag. 

Didn't you hear the Germans sing their songs last Thursday? 

Weren't there two boys in the school Saturday? 

I'm going to the meeting of the Spanish and French people next Tuesday. 

There were too many Chinese and .Japanese in San Francisco. 

Isn't their room too small to hold all the friends of the Americans next Sunday? 

Haven't the English people been invited to go on Monday and Wednesday? 

He hasn't their books. 

Doesn't the Scotch boy come Friday? 

Dr. Brown said, "The two boys are going awaj- either in October or November." 

There were too many children there Wednesday at four o'clock. 

The girls brought their sisters to school Tuesday. 

The last Thursday in November is Thanksgiving Day. 

Mrs. Jones asked, "Is 10 a. m. too late to go?" 

We are going away, too, next Sunday at 2 p. m. 

Miss Brown said, "December, January, and February are very cold months." 

New Year's Day, Christmas, Decoration Day, and Admission Day are holidays. 

Aren't you going to school next Tuesday? 

The boy doesn't know his lessons. 

Marj' said, "I'm going to leave Saturdaj'." 

We haven't seen the two boys to-day. 

Wasn't the little girl here Wednesday? 

The teacher said. "Isn't this your book?" 

The child hasn't found his hat. 

"Don't leave your books in school," she said. 

We hadn't been to see you before. 

Didn't the girl sing for you? 

The boys will bring their books to-morrow. 

The two girls will come Monday and Tuesday. 

There were too many people there Sunday. 

Didn't they sing their songs to-day? 

We will try to go either Wednesday or Saturday. 

Will they sing to-night? 

Aren't you going Thursday and Friday, too? 



(i)3) 



HANDBOOK TO ACCOMPANY ENGLISH 
LESSONS, BOOK ONL 



These pages are added to the Bulletin with the hope that they may be 
helpful to the teacher in her use of "Lessons in English, Book One." 

The text as planned is for the Third, Fourth, and Fifth Grades. As a 
rule, four lessons in composition and one in grammar or language are 
allowed for each week's work. This is a very poor arrangement, for 
several reasons. 

In the first place, the order is wrong. ]\Iore time, in the beginning, 
should be given to learning the forms, and less to writing compositions. 
It is clearly impossible for a child to combine sentences into a paragraph 
until he can write simple sentences well. He must know how to spell the 
words, how and when a new sentence begins, and how and w^hen it closes. 
Many of the careless composition habits come from attempting regular 
(Composition work before any habits in formal language have been acquired. 
To illustrate from the text : The first lesson requires the pupil to combine 
into a composition of many paragraphs, sentences involving the following 
language forms, some of which have not become habits under the present 
methods of teaching by the time high school has been reached : 
A capital letter for : 

The beginning of a sentence. 

The names of people, buildings, dogs, days of the week, races of people. 
For a title (Dr.). 
A period for: 

Ending of a declarative sentence. 
Abbreviation. 

A comma for: 

Parts of a compound sentence connected by and and but. 
Series of words, series of phrases. 
Non-restrictive adjective clause. 
Non-restrictive word. 
A semicolon : 

To separate the parts of a compound sentence in which commas have 

been used. 

To be sure, this is only a model, but children are more likely to write 

long sentences than short ones, so the model after which a child patterns 

his first composition work should have short simple sentences. The style 

(95) 



at first may be short and choppy, but it is much easier to remedy that later 
than it is to break up the habit of writing pages and pages in one long 
sentence, the parts of which are connected by "ands" and "buts" and 
"thens." 

One can see at a glance that the work of the previous grades has in no 
way prepared the child to write a composition after this model. It is in 
this principle that the book fails completely. The author has not realized 
that a language form must have become a habit before the child can give 
his attention to subject-matter. Then, too, certain other matters, such as, 
heading his paper, writing the title, leaving a margin, making a neat look- 
ing page, must be matters of habit before any extensive original composition 
work can be done successfully. 

This lesson is followed by three very much like it, and on the fifth day, 
after having written all of these sentences, the children are given a defini- 
tion of a sentence and the fact that a sentence begins with a capital letter. 
Have they been writing their sentences in the first four lessons with small 
letters? If not, they do not need to be told in this lesson how to do it. 

This brings us face to face with another fault — that of attempting to 
teach the habit of writing correct language forms through teaching defini- 
tions and rules. 

One can go out any day and watch a carpenter mark out and fit two 
boards together at an obtuse angle, but the carpenter knows no definition 
for an obtuse angle. He has learned to do the thing, and that is what 
counts. 

A little girl watches her mother as she sits sewing. Soon the child, too, 
wishes to sew, but her mother does not give her a definition of sewing ; but 
instead, a needle and thread, and the little girl learns to sew by sewing. 

The definition habit is a relic of the times when examiners were sent 
out to find out how much the children knew. Give the definition for this, 
that, and the other was a short, easy form in which to send out the 
questions. Not being familiar with the facts of the case, the examiners 
took it for granted that, if a child knew the definition, he could do the 
thing, and so our text-books have taken up half their space giving defini- 
tions and rules to learn, hoping that the child, through memorizing them, 
might acquire the habit of writing correctly. 

Another fau.lt must be noted — the forms in common use are not given 
first, nor is enough drill given to fix these forms, before others are begun. 

In the text the following is the order of the facts : 

1. Definition of a sentence, its beginning. 

2. Definition of a declarative sentence, its ending. 

3. How to begin the first word of a line of poetry. 

4. An apostrophe for the contraction of amid, never, there is. 

5. A comma to separate a clause, out of its natural order, from the rest 
of the sentence. 

6. A comma to separate two clauses not joined by and. 

7. A comma to separate a non-restrictive participial modifier from the 
rest of the sentence. 

(90) 



8. A comma for the omission of a word. 

9. An exclamation point after two expressions, the second of which 
begins with a capital letter. 

10. Periods at the close of two declarative sentences. 

The facts from 3 to 10 occur in a dictation exercise. The children are 
not given the reasons for these forms, but are supposed to learn them 
through use. It is not the method in this case which is criticised, but the 
giving of an exercise containing forms which are clearly beyond a Third 
Grade child's comprehension or need. 

It seems quite unnecessary to point out the fact that the number of forms 
from the above list actually used by children in the Third Grade is very 
small. Knowing the definition of a sentence will not help them to remember 
to begin it with a capital letter, neither will the knowledge of the definition 
of a declarative sentence give them the habit of putting a period at the 
end. They are certainly not writing poetry at this age, nor using such 
contractions as 'mid or ne'er. These uses of commas are not all mastered 
by high school graduates, and exclamatory sentences are written only when 
demanded by the teacher. The only forms then actually used are two — a 
capital letter at the beginning of a sentence and a period at the close. 

So much for the first three lessons. The next ones are no better — defini- 
tion of an imperative sentence, its ending; definition of an interrogative 
sentence, its ending ; capital and period for yes and no when used alone as 
answers to questions, and followed by a comma when used with other words. 

Imperative sentences are very little used, if at all, at this time ; the habit 
of putting a question mark after interrogative sentences can not be acquired 
in any other way than by much practice; yes and no are little used except 
w^hen dragged into dictation exercises. They might much better give way 
at present to fixing good sentence habits. 

If the book is to be useful, much pruning, re-arrangement, and additional 
drill are quite necessary. 

When Part II of the text is reached, or by the beginning of the Fourth 
Grade, the work in grammar replaces the work in language forms, tlic 
author, in common with many others, feeling that the reason why will in 
some way or other help in the actual doing of the thing. 

Most people who have worked thoughtfully with children will agree that 
in the early grades, children do not often understand the reason wh^^ for 
language forms, but if told this reason, will commit it to memory in very 
much the same way that they do the fact itself. Children learn how to 
speak correctly before they know anything about the structure of tin; 
language ; they can also acquire the habit of writing correctly without the 
grammar of the language. If the stenographer puts the apostrophe in its 
proper place wdien she is writing the letter, the employer wall not ask her 
if she knows that the word is a possessive noun, singular number, neuter 
gender, and used as an adjective in the sentence. And while the; 
stenographer may have learned all this in her early school days, if she has 
not acquired the habit of correct use, her services will soon be dispensed 
with. 

7 — NS (97) 



Because the g-rammar lessons are neither necessary nor practical, at this 
age of the child, in gaining correct habits of written language, thej^ are 
omitted from this handbook and other work suggested in their places. 

To sum up, there are three faults in the text : First, stress is put upon 
composition work before the habit is acquired of writing correct language 
forms ; second, an attempt is made to teach these forms through the teaching 
of definitions and of technical grammar; and, third, there is an utter 
disregard of the principle of usefulness in teaching certain forms first. 

With these aims in view, — the formation of correct language habits by 
actually speaking and writing the forms, giving first those forms that are 
most used, and applying these forms in the composition work, — the following 
suggestions and substitutions have been prepared to accompany "English 
Lessons, Book One." 

This book can not be begun without some preparation. If the work 
suggested by the Bulletin for the First and Second Grades has been well 
done, the children will be able to take up this work with comparatively no 
difficulty. If that work has not been done some preparation is a necessity. 
The work outlined for the First Grade is particularly adapted to that grade 
and often fails in the Third, but may be given to a Second. It is suggested 
that if nothing has been done in the First and Second the work be begun 
in the Bulletin with that outlined for the High First and Second Grade. 
Omit many of the devices for action, or at least spend very little time on 
them. Omit also some of the stories. 

While this preparation will not be as thorough as it should be, at the 
same time some habits must be acquired, or the child will be seriously 
handicapped all through his language course. 

1. Pag-e 11. 

Exercises 1, 4, Bulletin, p. 18; and "Second time over," p. 23. 
Exercise I, Text, p. 11. 

Exercise II, III, or IV, Text, for oral work, or omit. 
Exercise V, Text, omit. 

Directions. — Copying simple sentences that make up a paragraph or a 
story is a good exercise to aid in acquiring the habit of leaving a good 
straight margin, of paragraph indentation, and of making the proper 
beginning and ending of a sentence. 

If used for this purpose, Lesson I, with a few changes, is an excellent 
exercise to follow the lessons suggested from the Bulletin. 

The long sentences M^ith commas should be broken up. Instead of the 
semicolon, use a period and make a new sentence. 

Lesson I may also be used as a composite story — that is, a story made up 
by the teacher and children together. At the same time may be taught the 
proper way to write the title and its place on the page, also the indentation 
of the paragraph, and the margin. (See Bulletin, p. 22.) 

The teacher must prepare her questions carefully, for upon her questions 
depends the kind of sentences the children give. Some child in the class 

(98) 



maj^ be chosen as the one about whom the description will be written. The 
teacher asks the questions, the children reply in complete sentences. The 
best answer is written on the board. In this way the whole story is 
obtained. 

The questions M'ill be something like this : What is your full name ? How 
old are you? What is your height? How much do you weigh? What 
color is your hair? What color are your eyes? (Give me the last two 
answers in one sentence.) What game do you enjoy playing more than any 
other game? Who plays with you on Saturday afternoon? What books 
do you like to read? What school do you attend? Etc. 

After the whole story is on the board, the children are asked to copy it. 

2. Pag-e 13. 

Exercises 1, 2, 3, 4, Bulletin, p. 24. 

Exercise III, Text, p. 14. 

Exercises I, II, IV, Text, as oral work, or omit. 

Exercise V, Text, omit. 

Directions for Exercise III. — Show the children how and where to write 
the title, which may be "Last Thursday," or any day you choose. Tell 
them not to write every sentence on a new line, but to make one paragraph. 
If they have not learned how to do this, as they probably have not, from 
the first exercise, have the questions answered. Write them on the board, 
so the children can see how it is done, then erase, and have them answer 
these questions : 

Tell where you went last week. Who went with you ? How did you go ? 
What did you take with you ? Tell three things that you saw there. What 
did you hear ? What did you do ? What did your friend do ? When did 
you come home? What did you tell your mother about the day? 

3. Pag-e 15. 

Exercises 1, 2. 3, Bulletin, p. 40. 

Exercises II, III, Text, p. 15, as oral work, or omit. 

Exercises IV and V, Text, omit. 

4. Pag-e 16. 

Exercises 1, 2, 3, 4, 5. Bulletin, p. 37. 
Exercise I, Text. 

Exercises II, III, IV, Text, as oral work, or omit. 
Exercise V, Text, omit. 

Directions for Exercise I. — Have the children answer the questions, write 
the answers on the board in a paragraph, have the story read aloud, under- 
line the unfamiliar words and have them studied, then erase and have the 
children write the answers to the questions. The following questions are 
more definite than those of the book: 

LOF& <^' 



On what day does your mother bake bread? Do you watch her? Does 
she ever call you and send you for yeast ? How much money does she give 
you ? Where do you go for it ? When you bring the yeast back, what does 
your mother do with it? What does your mother get first? What does 
she put into the flour ? When does she put in the yeast ? Does she put in 
any more flour after she has put in the yeast? Where does she set it? 
What makes it rise? How long does she leave it? Into how many loaves 
does she make it ? What does she bake it in ? Do you like warm bread ? 

5. Pag"e 18. 

Exercises 1, 2, 3, 4, 5, 6, Bulletin, p. 41. 

Exercises I, II, III, IV, Text, as oral work, or omit. 

Exercise V, Text, omit. 

6. Pag^e 20. 

Exercises 7, 8, 9, 10, 11, Bulletin, p. 42. 

Exercises I, II, III, IV, Text, as oral M^ork, or omit. 

Exercise V, Text, omit. 

7. Pagre 21. 

Exercises 1, 2, 3, Bulletin, p. 43. 

Exercises I, II, III, IV, Text, as oral work, or omit. 

Exercise V, Text, omit. 

8. Page 23. 

Exercises 1, 2, 3, 4, Bulletin, p. 43. 
Exercises III, IV, Text, as oral work, or omit. 
Exercises IV and V, Text, omit. 

9. Pag-e 25. 

Exercises 5, 6, 7, Bulletin, p. 43. 

Exercises II, IV, Text, as oral work, or omit. 

Exercises I, III, V, Text, omit. 

10. Pag-e 27. 

Exercises 1, 2, 3, 4, 5, 6, 7, Bulletin, p. 44. 
Exercises I, II, III, IV, V, Text, omit. 

11. Page 30. 

Exercises 1, 2, 3, 4, Bulletin, p. 45. 

Exercises I, II, III, IV, Text, as oral work, or omif. 

Exercise V, Text, omit. 

(100) 



12. Page 32 

Exercises 1, 2, Bulletin, p. 41. 

Exercises I, II, III, IV, Text, as oral work, or omit. 

Exercise V, Text. 

13. Page 34. 

Exercises II and V, p. 36, and V, p. 39, Text. 
Exercises I, III, IV, Text, as oral work, or omit. 

14. Pag-e 37. 

Exercises 1, 2, Bulletin, p. 46. 

Exercises I, II, III, IV, Text, as oral work, or omit. 

Exercise V, p. 40, Text. 

15. Page 40. 

Exercises 1, 2, 3, 4, 5, Bulletin, p. 46. 

Exercises I, II, III, IV, Text, as oral work, or omit. 

Exercise V, Text, has been given under 14. 

16. Page 42. 

Exercise 6, Bulletin, p. 46. 

Exercise V, Text, p. 26. 

Exercise III, Text, p. 28 (except poetry). 

Exercises I, II, III, IV, Text, as oral work, or omit. 

Exercise V, Text, omit. 

17. Page 45. 

Exercises 1, 2, 3, 4, 5, 6, Bulletin, p. 47. 

Exercises I, II, III, IV, Text, as oral work, or omit. 

Exercise V, Text, omit. 

18. Page 47. 

Exercises 1, 2, 3, 4, Bulletin, p. 48. 

Exercises I, II, III, IV, Text, as oral work, or omit. 

Exercise V, Text, omit. 

19. Page 51. 

Exercises 5, 6, 7, Bulletin, p. 48. 

Exercise I, Text, p. 52. 

Exercises I, II, III, IV, Text, as oral work, or omit. 

Exercise V, Text, omit. 

20. Page 52. 

Omit. 

(101) 



21. Page 55. 

Exercises 1, 2, 3, 4, 5. Bulletin, p. 48. 
Exercises I and II, Text. 
Exercises III, IV, V, Text, omit. 

22, 23. Pag-es 57-59. 

Exercise V, p. 58, and V, p. 61, Text. 

Copy the story in Text, p. 59, for practice in hyphens. 

Omit all other exercises. 

24. Page 61. 

Exercises 1, 2, 3, 4, 5, Bulletin, p. 49. 
Exercises I, II, III, IV, V, Text, omit. 

25. Page 63. 

Exercises 1, 2, p. 51, and 1, 2, 3, p. 51, Bulletin. 
Omit all exercises from Text. 

26, 27. Pages 65-67. 

Exercises 1-9, Bulletin, p. 52. 
Omit exercises from Text. 
Exercise V, p. 79, Text. 

The work on quotations as outlined in the book will not be successful. It 
is not definite enough, and there is not enough given. Use instead the work 
of the Bulletin, p. 52 to p. 59. The story of "The Fox in the Well," Text, 
p. 67, is a good one, if simplified. As it is, the expressions are too difficult 
for a Third Grade. 

This work will take about three M^eeks, one lesson of twenty minutes 
being given each day. 

Following this are Devices for Review, which will take about three weeks 
more. 

Text-lesson V, p. 71; V, p. 75; V, p. 77; V, p. 80, will make another 
week's work. 

Follow this with the exercises on "There are" and "There were" from 
the Bulletin, p. 61, and conclude with the general review from the Bulletin, 
p. 63 to p. 66. 

Third Grade children do not have much use for letter-writing, but they 
can become familiar with the form by copying notes. 

Put on the blackboard the note on page 76 of the Text, in this form : 

50 Broadway, San Francisco, Cal. 
Nov. 20, 1902. 
Dear Grandpa : 

School closes next month, and then I shall go to see you. 
I hope the cherries will not all be gone before that time. 

Your grandson, 

George Moore. 

(102) 



Show the children where to begin the heading. The street, city, and state 
may all be written on one line. Call attention to the fact that the date is 
not written directly under the first line, but to the right, so that it will end 
very near the name of the state. Call attention to the punctuation. No 
reasons need be given. 

Give special attention to the margins and to the position and punctuation 
of the closing of the letter. Have this letter copied, 'correct it, and return 
it to the children to re-copy. This should be repeated until the children 
learn the form perfectly. 

Have the children help you write letters, using the suggestions in exercise 
31, Lesson III; exercise 32, Lessons I, II, IV, etc. Put in the heading, 
salutation, and closing at first, and have them copy the whole letter. After 
they become more familiar with the form, let them supply these themselves, 
simply copying the body of the letter. 

If the children write fairly well, exercise 34, Lesson II, might be assigned 
without any help from the teacher. 



PART II. 

This section of the book deals with the technical work in grammar. As 
was said in the introduction, the mistake has been made of thinking that 
the habit of writing and speaking correct language forms may be acquired 
by knowing the reasons for using these same forms. The author believes 
this entirely wrong. She also feels that the first written composition work 
should be as nearly an application of the language form being studied at 
that time as possible. To illustrate, if the possessive singular were the 
subject for the week's work, then the composition for that week should 
contain words used in the possessive singular. It is often difficult to get 
suitable subjects that wuU contain the desired form and not too many other 
forms w^hich have not yet been acquired. 

Part II does not attempt to carry out this line of work. It also spends 
too much time on the application of language forms, which is composition, 
and little or none on the forms themselves. It is absurd to think that a 
Third Grade child could acquire all the habits of writing suggested in Part I 
without continual review during the following year, in fact, during the 
remainder of his school course. 

A new course has been planned, based on the Bulletin, with such exercises 
from the Text as seemed feasible, and with compositions from the Text, also, 
arranged as nearly as possible to apply the language forms. 

Series I. 

Exercises on Verbs from the Bulletin, p. 67. 
Follow these with exercise 56, Lesson I, Text; exercise 58, Lesson I; 
exercise 60, Lesson I; exercise 62, Lesson I; exercise 64, Lesson I. Treat 
these lessons in the same way as those of the Bulletin. If this takes too long 
and becomes tiresome, omit for a time, then come back to it again. 

(103) 



Series II. 

Exercises 1, 2, 3, Bulletin, p. 71. 
Lesson V, Text, p. 39. 
Lesson V, Text, p. 41. 
Lesson IV, Text, p. 148. 
Lesson II, Text, p. 113. 

Directions for Using Lesson II. — There is an opportunity here for using 
two abbreviations, Mrs. and Dr. Talk the lesson over with the children, 
having them give the woman a name. Suggest that she may be anxious to 
catch the horse to go for the doctor (give him a name) for her little girl 
who is ill. Have them answer the questions in writing, then write the story. 

Series III. 

Exercises 1, 2, 3, 4, 5, 6, 7, 8, Bulletin, p. 72. 

Lesson V, Text, p. 167. 

Lesson I, Text, p. 100. (Fill in blanks.) 

Lesson I, Text, p. 91. 

Lesson I, Text, p. 96. 

Lesson I, Text, p. 98. 

Directions for Using Lesson I, p. 91. — Have the children write the 
answers to the question's, then change their sentences to the plural form. 
Do the same with Lesson I, p. 96, and Lesson I, p. 98. 

Series IV. 

Exercises for Review, Bulletin, p. 73. 
Lesson I, Text, p. 84. 

Directions for Using Lesson I. — 

The Rabbit. 

As this is the first purely descriptive lesson that the children have had, 
it will be better for the teacher to use it as a composite story. After the 
children have been helped with a few of these lessons they will be able to 
write by themselves, following the directions in the book, especially if the 
lesson is discussed orally with the children first. 

Tell the class that in talking about the size of an animal we usually 
compare it with some other animal that is better known. "We will compare 
the rabbit with the cat. Who can tell me how large the rabbit is, compared 
Math the cat?" The children will give various answers. Write the one 
you like best on the board. 

"Now we will talk about his ears. Are they large or small Avhen com- 
pared with the ears of the cat? What word can j^ou think of that will tell 
about his ears better than large? (Long.) Look at the ends of his ears. 
What word tells how they are at the end?" (Pointed.) Write these two 

(104) 



words on the board as they are given. Then have the children tell about 
his ears in one sentence. 

"Feel his coat. Tell me about it. What color is it? Tell me in one 
sentence about his coat. ' ' 

"Look at his front legs; his hind legs. Are they just alike? What can 
you say of his front legs? his hind legs? Tell about them in one sentence. 
Let us use while instead of and to make this sentence a little different from 
the other. Who can give me the new sentence ? ' ' 

' ' Has the rabbit a tail ? Is it large or small ? Some people call this sort 
of a tail 'dumpy.' Give me a sentence about his tail using both words and 
beginning with his tail." 

A description something like this will be obtained : 

The rabbit is about the size of a cat. His ears are long and pointed. His coat is 
white and soft. The front legs are short, while the hind ones are long. His tail is 
short and dumpy. 

In the day time the rabbit stays in his hole, and in the evening comes out to feed. 
They sometimes injure plants and vegetables by eating the leaves. They kill trees too 
sometimes, by eating too deep into the bark. 

We like rabbits for pets because they are kind and gentle. It is easy to get food 
for them, also. 

After this story has been written upon the board, have it read through 
by some child, then dictate it to the class. 

Series V. 

Exercises 1, 2, 3, 4, 5, 6, 7, 8, Bulletin, p. 74. 
Lesson III, Text, p. 110. 

Directions. — Make this a lesson in which their shall be introduced as 
many times as possible. Have the children underline it when it is used, 
and count the number of times it is properly used. Add such questions 
as these : 

How did they get their mother 's consent to go ? How did they get their 
lunch ? Where did they put it ? How did they get their bait ? Where did 
they go? How did they anchor their boat? Where did they eat their 
lunch? What did they tell their parents about the day? 

Series VI. 

Exercises 1, 2, 3, 4, 5, 6, Bulletin, p. 76, and Reviews 1, 2, 3, 

Bulletin, p. 77. 
Lesson I, Text, p. 107. 
Lesson I, Text, p. 102. 

Series VIL 

Exercises 1, 2, 3, Bulletin, p. 77. 
Lesson I, Text, p. 129. 
Lesson I, Text, p. 144. 

(lOo) 



Series VIII. 

Exercises 1, 2, 3, Bulletin, p. 77. 
Lesson I, Text, p. 102. 

Series IX. 

Exercises 1, 2, 3, from the Bulletin, p. 78. 
Lesson I, Text, p. 86. 

Using "The Squirrel" as the subject, develop this lesson in the same 
way as the one on "The Rabbit." Compare him in size with the rabbit 
instead of the cat, also compare his ears with those of the rabbit's. Write 
the story on the board, sentence by sentence as before, have it read, then 
erase it, and put on this outline and have the children write from it. 

The Squirrel. 

I size 

coat 

ears 

head 

body 
[ tail 

II. home 

III. food 



Series X. 

Exercises 1-6, Bulletin, p. 78. 

Lesson III, Text, p. 73 (first four sentences) , 

Lesson II, Text, p. 127. 

Series XI. 

Exercises 1-4, Bulletin, p. 80. 
Lessons I and II, Text, pp. 107-108. 

Series XII. 

Exercises 1-16, Bulletin, p. 80. 
Lesson I, Text, p. 141. 
Lesson I, Text, p. 118. 

Series XIII. 

Exercises 1-5, Bulletin, p. 83. 
Lesson V, Text, p. 66. 

Series XIV. 

Exercises 1-12, Bulletin, p. 84. 

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Series XV. 

Exercises 1-8, Bulletin, p. 87. 

Lesson V, Text, p. 170 (omitting rules). 

Lesson I, Text, p. 173 (dictate sentences only). 

Lesson I, Text, p. 174. 

Lesson II, Text, p. 147. 

Series XVL 

Exercises 1-7, Bulletin, p. 88. 

Series XVIL 

Exercises 1-6, Bulletin, p. 90. 

Lesson V, Text, p. 64. 

Lesson I, Text, p. 126 (omit reasons). 

Letter Writing". 

Children, as a rule, enjoy the hour assigned to letter writing, especially 
if they know what they are to write about, and if the letters are actually 
given to, and read by some member of the class. For this reason it is better 
to have an exercise every two or three weeks, rather than let it all run over 
until the end of the year. 

Especially interesting lessons can be made from advertisements cut from 
the paper and brought to class to be answered by the children. The teacher 
and class together should answer one, then the children copy the form. 
After this each child may bring and answer his own. 

Sending for catalogues, or for articles advertised in magazines, makes 
an interesting lesson. 

The forms and exercises suggested in the Text are very good. 



PART in. 

The work in grammar is continued, but as all this work, as well as that 
of the previous grade, is given, and in a much better way, in "English 
Lessons, Book Two," there is no use wasting the child's time doing it here. 

For commercial purposes, it may have been better to add the grammar to 
both parts, but for the purpose of teaching language it is a failure. 

The language work of the previous grade should be reviewed and con- 
tinued. Capital letters for titles, for various special names, as buildings, 
boats, etc., should be given. A few more cases for the use of the comma 
could be added. The use of the exclamation point, joint and separate 
ownership, etc., may form a legitimate part of this year's work. 

But the main thing, after all, is to drill upon the forms already given 
until they are so much a part of the children that they will never fail. 

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The composition work, too, should be increased. Little by little, as the 
language forms become a matter of habit, the attention should be directed 
toward the expression of the subject-matter. Composition work now should 
take at least two thirds of the time devoted to language — later it may take 
four fifths of the time. 

The stories in Part III appeal especially well to children, but the lessons 
on grain, the orange, the lemon, the watch, and the peanut proved so 
uninteresting that they are better omitted. 

The stories to be finished are good, the suggestions for the Indian stories 
proved most interesting of all, and the pictures evoked as much interest as 
pictures do for a Fifth Grade. 

A bulletin for grammar grade language was almost ready for the printer, 
but was destroyed by the fire. The author had been several years gathering 
and arranging the material, but has begun again, and some time in the 
future it will be published. 



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INDEX. 



The references are to pages. Ig indicates First Grade ; 2g indicates Second Grade, etc. 



Abbreviations, 3g, 46 ; 4g, 71. 

Am not, 28. 

Are not, 28. 

Ate, 1st time over, 28 ; 2d time over, 25 ; 
story, 7. 

Books, 83. 

Brought, 1st time over, 9 ; 2d time over, 

26; story, 10. 
Came, 1st time over, 8 ; story, 8. 
Capitals, Sg, 41 ; uses of, 23, 41, 42, 43. 
Caught, 1st time over, 10 ; story, 11. 
Contractions, 2g, 28-30; 3^;, 46. 
Dates, 3g, 45. 
Devices for review, Ig, 6, 7, 9, 10, 13, 17, 

18 ; Ig or 2g, 24-27 ; 3g, 44, 45, 48, 51, 

59, 60, 61, 63, 65, 66 ; 4j7, 67-71, 73, 77, 

78, 80, 83, 86, 88, 91-93. 
Did, 11; story, 12. 
Do not— Does not, 29-30, 38-39. 
Errors, 67. (Introduction.) 
First Grade work, 5. 
Fourth Grade work, 67. 
Gave, 12. 

Handbook to State Text, 95. 
High First or Second Grade, 22. 
I liave no, 16. 
Introduction, 3. 
It is I — It was I, 1st time over, 16 ; 2d 

time over, 27 ; story, 18. 
Lay, SO. 
Lie, SO. 



List of verbs, 27. 

Margin, 22. 

Saw, 1st time over, 5 ; 2d time over, 25. 

Second Grade work, 22. 

Sentence, 1st time over, 18-20 ; 2d time 

over, 23. 
Set, 82. 

Singular and plural, Ig, 31-33; 4g, 72. 
Sit, 51. 

Special verbs, lie, 52 ; lay — laid, 80 ; learns, 
81 ; set, 82 ; sit, 51 ; teach, 48. 

Stories, Ig, 6, 7, 8, 9, 10, 11, 12, 13, 14, 
15, 18 ; Ig or 2g, 27, 33, 35, 36 ; 3^7, 42, 
47, 49, 51, 53. 54, 56, 57, 58, 59, 62, 
63, 64 ; 4g, 67-71, 75, 76, 79, 83, 91. 

Suggestions for High First or Second 
Grade, 22. 

Teach, 48. 

Test sentences, 91. 

Their, 4g, 71. 

There are- — were, 1st time over, 20 ; 2d 
time over, 30 ; 3d time over, 61. 

There is — was, 1st time over, 21 ; 2d time 
over, 31 ; 3d time over, (52. 

Third Grade work, 40. 

Those, 4g, 76. 

Time of day, 49-50. 

Too, 47. 

Two, 1st time over, 37; Sg, 41. 

Verbs, Ig, 5-16; 2g, 24-27; Sg, 46; 4g, 
67-71. 

Went, 1st time over, 6; 2d time over, 26. 



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i 



AUG 9 1907 



LIBRARY OF CONGRESS 



021 729 186 # 



